Cognitive Architecture and Instructional Design

In the citing paper

“the 1998 model for the remainder of this paper, partitioned the working memory demands of instructional settings into three load types, intrinsic cognitive load (ICL), extraneous cognitive load (ECL), and germane load (GCL; Sweller et al., 1998).”

In the citing paper

“This type of load can be generated by inefficient instructional procedures such as unguided problem-solving, as well as unnecessary actions, gaze patterns, or mental operations that learners must perform while working with learning materials (Sweller et al., 1998).”

In the citing paper

“One of the main guidelines of the theory is that extraneous cognitive load should be reduced to leave sufficient cognitive resources for the actual learning to take place.”

In the citing paper

“Although intrinsic load cannot be lowered by means of instructional design, it can vary according to the learner ' s level of prior knowledge such that for the same learning task a novice will experience higher intrinsic load compared to an expert (Kalyuga, 2005; Sweller et al., 1998).”

In the citing paper

“Measurements of EDA and derived metrics have been successfully applied, including, e.g., user experience evaluation tools [76], detecting office workload [216] and driver-related tasks [202,217,224].”

In the citing paper

“However, intrinsic load is not merely a function of qualities of the subject matter but also of the prior knowledge a learner brings to the task (Bannert 2002; Sweller et al. 1998).”

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“The second premise concerning intrinsic cognitive load is that it cannot be changed by instructional treatments.”

In the citing paper

“Following this approach, one might say that intrinsic and extraneous cognitive load concern cognitive activities that must unavoidably be performed, so they fall under cognitive load; germane cognitive load is the space that is left over that the learner can decide how to use, so this can be labelled as cognitive effort.”

In the citing paper

“An important premise of cognitive load theory is that the different types of cognitive load can be added.”

In the citing paper

“Cognitive load theory is used in presenting guidelines for instructional design.”

In the citing paper

“L'automatisation apparaît après la pratique intensive (Sweller, van Merrienboer et Paas, 1998).”

In the citing paper

“Experienced learners rely on pre-existing schemas, which allow them to integrate new information more efficiently, reducing the number of interacting elements (i.e., “element interactivity” discussed in details below) that must be processed simultaneously (Kalyuga, 2007a, 2007b; Sweller et al., 1998)”

In the citing paper

“One might consider that such released resources which come along with externalisations (Kirsh, 2010) could serve a deeper elaboration of the processed information (Sweller et al., 1998). In return, such a deeper elaboration could cause stronger memory representations (Craik & Lockhart, 1972).”

In the citing paper

“The limitation in working memory is considered a critical factor when designing instruction (34,41,42).”

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“Otherwise, instruction becomes inadequate because it imposes high extraneous cognitive load irrelevant for learning (42).”

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“It is clearly impossible to use highly complex learning tasks from the start of a course or training program because this would yield excessive cognitive load for the learners, with negative effects on learning, performance, and motivation (Sweller, van Merriënboer, & Paas, 1998).”

In the citing paper

“Indeed, many experiments supported the counterintuitive prediction that studying worked-out examples facilitates schema construction and transfer performance more than actually solving the equivalent problems does (van Gerven, Paas, van Merriënboer, & Schmidt, 2002; also see Sweller et al., 1998, for an overview).”

In the citing paper

“Goal-free tasks present the learner with a highly aspecific goal, which eliminates the need for means-ends search and so decreases extraneous cognitive load (Paas, Camp, & Rikers, 2001; also see Sweller et al., 1998, for an overview).”

In the citing paper

“Finally, germane load can be defined as cognitive load that is directly associated with schema construction, a process that is essential for long-term retention (Sweller et al., 1998).”

In the citing paper

“Germane load can be induced by encouraging a learner to engage in conscious cognitive processing which is closely related to schema construction (Sweller, 2010; Sweller et al., 1998).”

In the citing paper

“More specifically, CLT aims to explain the link between the processing load (i.e., cognitive load) induced by learning tasks and students’ ability to manage novel information to subsequently build knowledge in the form of long-term memory (Sweller, 1988; Sweller et al., 1998).”

In the citing paper

“Beyond these foundational assumptions, while cognitive load can generally be defined as the number of working memory resources employed to perform a task, CLT distinguishes between three different types (Sweller et al., 1998, 2019) each of which are reviewed below.”

In the citing paper

“Empirical evidence for CLT originates largely from studies that provide support for various effects set forward by the theory (Sweller et al., 1998), some of which will be discussed here.”

In the citing paper

“While MEA could solve the problem, it is incompatible with learning because it is working memory intensive and does not lead to schema construction (Sweller, 1988; Sweller et al., 1998).”

In the citing paper

“It uses some aspects of human cognitive architecture and of the structure of information to provide instructional designs that facilitate understanding, learning and problem solving.”

In the citing paper

“Germane cognitive load is related to the cognitive processing which is consciously directed toward the construction of schemas”

In the citing paper

“Learning benefits if the learner's attention is directed toward processes relevant to the construction of schemas, even if the consequence of achieving this effect is an increase in the total cognitive load imposed on working memory during learning”

In the citing paper

“the tasks ensure that the learner's attention has been appropriately engaged and have been shown to benefit subsequent performance on similar and transfer problems”

In the citing paper

“there is no way”

In the citing paper

“This combination of cognitive architecture and information structures constitutes the core of cognitive load theory and can be used to design instruction intended to reduce extraneous cognitive load and facilitate learning through more rapid and effective schema construction (see Sweller, 1999; Sweller, van Merrienboer & Paas, 1998).”

In the citing paper

“It has been previously stated that intrinsic cognitive load of information is unalterable (Sweller and Chandler, 1994; Sweller, van Merrienboer and Paas, 1998) because this type of cognitive load reflects the internal structure of the material itself, that is, the number of information elements and the degree of interaction between them.”

In the citing paper

“A popular workaround to the challenge of prompting is 'prompt libraries' with detailed, task-specific prompts (see[176] for an overview).”

In the citing paper

“Cognitive load can be categorized into three types: intrinsic, extraneous, and germane [18].”

In the citing paper

“germane load, which “reflects the effort that contributes to the construction of schemas” (Sweller et al., 1998, p. 259).”

In the citing paper

“For a long time, CLT differentiated three independent sources of memory load, namely ICL, ECL, and GCL (e.g., Sweller et al., 1998).”

In the citing paper

“The second assumption of CLT is that long-term memory is virtually unlimited (Sweller et al., 1998)”

In the citing paper

“Cognitive load theory states that intrinsic cognitive load should be optimized in instructional design by selecting materials that match the learner's prior knowledge or proficiency, while extraneous cognitive load should be minimized, and learners should be challenged to engage in processes that evoke germane cognitive load (in the old conceptualization of cognitive load theory) or the use of (in”

In the citing paper

“If intrinsic, extraneous, and germane cognitive load were indeed independent and additive types of cognitive load as Sweller et al. (1998) suggest, then one would expect correlations between these types of cognitive load to be (around) zero.”

In the citing paper

“and that intrinsic cognitive load is affected by individual differences in prior knowledge (Sweller, 2010;Sweller et al., 2011Sweller et al., , 1998)).”

In the citing paper

“When instructional material is poorly constructed, extraneous load is generated because the learner is diverted away from schema acquisition and uses up precious WM resources by trying to deal with a suboptimal learning environment (Sweller et al. 1998).”

In the citing paper

“the theory has generated over the last two decades a unique variety of useful and effective instructional designs and procedures (for overviews, see Sweller et al. 1998;Van Merriënboer and Sweller 2005).”

In the citing paper

“CLT identifies three categories of cognitive load: intrinsic, extraneous, and germane (Paas et al. 2003b;Sweller et al. 1998).”

In the citing paper

“In more detail, the PCA confirmed the assumed three-components model consisting of the three types proposed in CLT (Sweller et al., 1998).”

In the citing paper

“Intrinsic load is also influenced by students' level of expertise: When students gain knowledge in a domain, they construct cognitive schemas by combining information elements and those schemas can be handled in working memory as single information elements.Therefore, the same animations impose less intrinsic load for students with higher levels of prior knowledge than for students with lower”

In the citing paper

“Cognitive Load Theory (Sweller, Van Merriënboer, & Paas, 1998;Van Merriënboer & Sweller, 2005) distinguishes between three additive types of cognitive load imposed on working memory by maintaining and processing information: Extraneous (i.e., ineffective) and germane (i.e., effective) cognitive load imposed by the design of instructional materials, and intrinsic cognitive load, imposed by the”

In the citing paper

“According to CLT, mental processing is limited by the capacity of working memory (De Jong 2010;Sweller et al. 1998).”

In the citing paper

“With the development of domain-specific expertise, those with more experience are thought to be able to chunk related concepts together in elaborated schemas, thus maximizing the efficiency of their working memory (Gegenfurtner et al. 2011;Sweller et al. 1998).”

In the citing paper

“CLT emphasizes the limited cognitive capacity of the learner as an important determinant for the effective use of instructional methods (Paas et al. 2003(Paas et al. , 2004;;Sweller et al. 1998;Van Merriënboer and Sweller 2005).”