Just-in-time information presentation and the acquisition of complex cognitive skills
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Simultaneously performing learning tasks and studying high-complexity supportive information would almost certainly cause cognitive overload.
“Simultaneously performing the tasks and studying the information would almost certainly cause cognitive overload (Kester et al., 2001;Marcus, Cooper, & Sweller, 1996).”
From Taking the Load Off a Learner's Mind: Instructional Design for Complex Learning (2003) · cites this paper as Kester et al., 2001
Section 2 recommends presenting supportive information before task clusters, and section 2.1 explains that working-memory capacity is limited. These passages support separating study of supportive information from task performance, but they do not say that doing both simultaneously would almost certainly cause cognitive overload. The Discussion (section 6) calls the preferred timing an assumption needing further support. (LLM, conf=0.82)
Experimental — accuracy not yet measuredProcedural information is best presented precisely when it is needed during task performance.
“The second is called procedural information and is best presented precisely when it is needed during task performance; it pertains to the how-to instructions for the application of rules (Kester, Kirschner, van Merriënboer, & Baumer, 2001).”
From Taking the Load Off a Learner's Mind: Instructional Design for Complex Learning (2003) · cites this paper as Kester, Kirschner, van Merriënboer, & Baumer, 2001
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Cites
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Cited by
Sorted by citations
Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions
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Self-citationTaking the Load Off a Learner's Mind: Instructional Design for Complex Learning
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Self-citationBlueprints for complex learning: The 4C/ID-model
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KM Quest: A Collaborative Internet-Based Simulation Game
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Just-in-time information presentation: Improving learning a troubleshooting skill
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Self-citationInformation presentation and troubleshooting in electrical circuits
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Self-citation
- Authors
- Kester, L., Kirschner, P. A., van Merriënboer, J. J. G., & Baumer, A.
- Affiliations
- Open University of the Netherlands (NL)
- University of Twente (NL)
- ORCID
- Kirschner, Paul A
- Venue
- Computers in Human Behavior
- Publisher
- Elsevier BV
- Published
- 2001-07
- Volume
- 17
- Issue
- 4
- Pages
- 373-391
- ISSN
- 0747-5632 (ISSN-L)
- OpenAlex
- W2081481971
- Cited by
- 119
- References
- 20
- Citations by year
- 2026: 7 · 2024: 5 · 2023: 6 · 2022: 2 · 2021: 4 · 2020: 5 · 2019: 3 · 2018: 1 · 2017: 3 · 2016: 4 · 2015: 3 · 2014: 3 · 2013: 3 · 2012: 8
- FWCI
- 4.20
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- Computers in Human Behavior (publishedVersion)
- Utrecht University Repository (Utrecht University) (submittedVersion, other-oa)
- DSpace (Open University in the Netherlands) (submittedVersion)
- DSpace (Open University in the Netherlands) (submittedVersion, other-oa)
- University of Twente Research Information (submittedVersion)
- 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
- schema construction, proceduralization, elaboration, extraneous cognitive load, split-attention effect, transfer performance, instructional design, teacher professional development
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