Optimising student cognitive load in computer education

Cognitive Load Theory provides a coherent way to optimise students cognitive processing load during learning. A range of principles identified in this theory can be applied to improve student processing during learning computing content. These principles range from the goal free problem solving to worked examples, split-attention, redundancy and variability effects. However, these principles need to be applied strategically. In this paper the most important consideration for strategic planning of computer education, ranging from the content element interactivity, mental effort measurement to student prior knowledge, are organised into a set of instructional choices. These choices are summarised in a flow chart, which can be used in the educational planning, as a tool to help ensure the identified issues are considered in an optimal sequence.

[1]  Jeroen J. G. van Merriënboer,et al.  Implementing Instructional Models in Computer-Based Learning Environments: A Case Study in Problem Selection , 1996 .

[2]  Jill L. Quilici,et al.  Role of examples in how students learn to categorize statistics word problems. , 1996 .

[3]  F. Paas,et al.  Cognitive Architecture and Instructional Design , 1998 .

[4]  R. Logie.  The seven ages of working memory. , 1996 .

[5]  Fred Paas,et al.  Automation and schema acquisition in learning elementary computer programming : implications for the design of practice , 1990 .

[6]  P. Chandler,et al.  Cognitive Load While Learning to Use a Computer Program , 1996 .

[7]  John Sweller,et al.  Instructional Design in Technical Areas , 1999 .

[8]  P. Chandler,et al.  Cognitive Load Theory and the Format of Instruction , 1991 .

[9]  A. Baddeley.  The magical number seven: still magic after all these years? , 1994, Psychological review.

[10]  M. Levine,et al.  Effects of Goal Specificity on Means-Ends Analysis and Learning. , 1982 .

[11]  R. Shiffrin,et al.  Controlled and automatic human information processing: I , 1977 .

[12]  R. Sternberg.  Advances in the psychology of human intelligence , 1982 .

[13]  J. Sweller,et al.  Structuring Effective Worked Examples , 1990 .

[14]  R. A. Tarmizi,et al.  Guidance during Mathematical Problem Solving. , 1988 .

[15]  H. Simon,et al.  The mind's eye in chess. , 1973 .

[16]  F. Paas,et al.  Variability of Worked Examples and Transfer of Geometrical Problem-Solving Skills: A Cognitive-Load Approach , 1994 .

[17]  John Millar Carroll.  The Nurnberg Funnel: Designing Minimalist Instruction for Practical Computer Skill , 1990 .

[18]  Sharon K Tindall-Ford,et al.  When two sensory modes are better than one , 1997 .

[19]  Paul Chandler,et al.  Some Conditions under Which Integrated Computer-Based Training Software Can Facilitate Learning , 1996 .

[20]  G. A. Miller.  THE PSYCHOLOGICAL REVIEW THE MAGICAL NUMBER SEVEN, PLUS OR MINUS TWO: SOME LIMITS ON OUR CAPACITY FOR PROCESSING INFORMATION 1 , 1956 .

[21]  Alison Ollerenshaw,et al.  Is an Illustration Always Worth Ten Thousand Words? Effects of Prior Knowledge, Learning Style and Multimedia Illustrations on Text Comprehension , 1997 .

[22]  J. Sweller,et al.  The Use of Worked Examples as a Substitute for Problem Solving in Learning Algebra , 1985 .

[23]  F. Paas.  Training strategies for attaining transfer of problem-solving skill in statistics: A cognitive-load approach. , 1992 .

[24]  Walter Schneider,et al.  Controlled and automatic human information processing: II. Perceptual learning, automatic attending and a general theory. , 1977 .

[25]  Lynn Hasher,et al.  Working Memory and Aging: Current Status of the Inhibitory View , 1996 .

[26]  Paul Ayres.  Why Goal-Free Problems Can Facilitate Learning , 1993 .

[27]  P. Chandler,et al.  Why Some Material Is Difficult to Learn , 1994 .

[28]  J. Tuovinen,et al.  A comparison of cognitive load associated with discovery learning and worked examples , 1999 .

[29]  Jeroen J. G. van Merriënboer,et al.  Strategies for computer-based programming instruction: Program completion vs. program generation. , 1992 .

[30]  Michelene T. H. Chi,et al.  Expertise in Problem Solving. , 1981 .

[31]  Jeroen J. G. van Merriënboer,et al.  The ADAPT design model: towards instructional control of transfer , 1990 .

[32]  P. Chandler,et al.  THE SPLIT‐ATTENTION EFFECT AS A FACTOR IN THE DESIGN OF INSTRUCTION , 1992 .

[33]  Walter Schneider,et al.  Controlled and Automatic Human Information Processing: 1. Detection, Search, and Attention. , 1977 .

[34]  Richard C. Atkinson,et al.  Human Memory: A Proposed System and its Control Processes , 1968, Psychology of Learning and Motivation.

[35]  H. Simon,et al.  A simulation of memory for chess positions. , 1973 .

[36]  Jeroen J. G. van Merriënboer,et al.  Strategies for Programming Instruction in High School: Program Completion vs. Program Generation , 1990 .

[37]  J. Sweller,et al.  Reducing cognitive load by mixing auditory and visual presentation modes , 1995 .