Optimising worked example instruction: Different ways to increase germane cognitive load
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The VR-STINAT was iteratively developed with the involvement of end-users (CBT therapists, psychiatrists, patients with depression, and healthy individuals), based on cognitive load theory and Mayer's cognitive theory of multimedia learning.
“The VR-STINAT was iteratively developed with the involvement of end-users (CBT therapists, psychiatrists, patients with depression, and healthy individuals), based on cognitive load theory -learning from worked example (33), and Mayer’s cognitive theory of multimedia learning (34).”
From A virtual reality-based self-guided training on identification of negative automatic thoughts in healthy adults: a mixed-methods feasibility study (2024) · cites this paper as [33]
Studying worked examples instead of solving conventional problems has been identified as an effective way of reducing extraneous load, because the learner can devote all available working memory capacity to studying a worked-out solution and constructing a schema for solving similar problems in long-term memory.
“Studying worked examples (instead of solving conventional problems) has been identified as an effective way of reducing extraneous load, because the learner can devote all available WM capacity to studying a worked-out solution and constructing a schema for solving similar problems in LTM (e.g., Paas 1992; Paas and Van Gog 2006)”
From Cognitive Load Theory: New Conceptualizations, Specifications, and Integrated Research Perspectives (2010) · cites this paper as Paas and Van Gog 2006
The GCL items of our questionnaire are able to measure the GCL construct.
“Assuming that high GCL is associated with engaged learners investing cognitive resources to learning-relevant activities (intrinsic load; Paas and van Gog, 2006), the GCL items of our questionnaire are able to measure this construct.”
From Development and Validation of a Theory-Based Questionnaire to Measure Different Types of Cognitive Load (2023) · cites this paper as Paas and van Gog, 2006
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- Authors
- Paas, F., & van Gog, T.
- Affiliations
- Open University of the Netherlands (NL)
- Corresponding author
- Paas, Fred
- ORCID
- Paas, Fred
- Venue
- Learning and Instruction
- Publisher
- Elsevier BV
- Published
- 2006-04
- Volume
- 16
- Issue
- 2
- Pages
- 87-91
- ISSN
- 0959-4752 (ISSN-L)
- OpenAlex
- W2001269577
- Cited by
- 252
- References
- 37
- Citations by year
- 2026: 14 · 2025: 8 · 2024: 12 · 2023: 13 · 2022: 12 · 2021: 9 · 2020: 13 · 2019: 10 · 2018: 10 · 2017: 11 · 2016: 11 · 2015: 15 · 2014: 15 · 2013: 24 · 2012: 14
- FWCI
- 13.45
- Type
- journal article
- Language
- en
- Open access
- green
- research.ou.nl
- Licence
- Locations
- Learning and Instruction (publishedVersion)
- DSpace (Open University in the Netherlands) (submittedVersion)
- DSpace (Open University in the Netherlands) (submittedVersion, other-oa)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Physical Sciences › Computer Science › Artificial Intelligence › Intelligent Tutoring Systems and Adaptive Learning
- Keywords
- worked examples, germane cognitive load, extraneous cognitive load, working memory, problem-solving instruction, transfer of learning, instructional design
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