Cognitive load effects and design of computer based instruction (poster)

It is well known that human cognitive capacity is limited: we can process only a few elements (chunks) of information in working memory at any one time. Many traditional instructional presentations (both computer based and printed) are ineffective because they ignore this limitation of the human information processing system. Cognitive load theory (see Sweller, 1994, for a recent summary) places a primary emphasis on the cognitive mechanisms involved in learning when designing instructional presentations. This theory suggests that information presented to learners and the activities required of them should be structured to eliminate any avoidable load on working memory. Information presented to learners on a computer screen usually consists of several sources, e.g., a diagram and its associated text. To understand it, the learners must mentally integrate these sources of information. The act of mental integration is cognitively demanding. If, rather than using a split-source format with the diagram and explanations presentedin two separated modules, the two sources of information are physically integrated (e.g., tiagments of text are located in close proximity to corresponding components of the diagram with arrows simplitjring the search process), the need for mental integration and an unnecessary working memory load are reduced. This effect was demonstrated using instructional materials from various domains (see Chandler and Sweller, 1996, for a recent example). References Chandler, P. And Sweller, J. Cognitive load while learning to use a computer program. Applied Cognitive Psychok~~, 10, l-20, 1996. Sweller, J. Cognitive load theory, learning difficulty and instructional design. Learning and instruction, 4,2953 12, 1994. Packaging Digitized Images for Access from an OPAC Virginia Kerr, Claire Dougherty