Dynamics of cognitive load theory: A model-based approach

Sawicka, Agata

doi:10.1016/j.chb.2007.03.007

Cited by 15 publications

(11 citation statements)

References 57 publications

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“…We have found only very few CLT studies dealing with dynamic problems. Sawicka (2008) proposes a system dynamics model that simulates an interplay between the learner's knowledge, the complexity of the material to be learned, and the three cognitive load types during a learning process. Yasarcan (2009) provides evidence that a gradual‐increase‐in‐complexity approach helps improve performance in an inventory management simulation game.…”

Section: Managing Cognitive Load Introduced By Dynamic Problemsmentioning

confidence: 99%

Simulator‐supported descriptions of complex dynamic problems: experimental results on task performance and system understanding

Kopainsky

Sawicka²

2010

System Dynamics Review

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Research shows that people have great diffi culty in understanding dynamics. Even when problem descriptions contain all the necessary information, people tend to mismanage dynamic systems. Given the increasing complexity of our modern societies, effective ways to communicate dynamics need to be identifi ed. In this paper we explore the effectiveness of simulator-supported problem descriptions. We add an interactive simulation tool to the textual instructions of a well-tested natural-resource management task. With this tool, the dynamic aspects of the problem can be explored. In laboratory experiments, we fi nd that simulatorsupported problem presentations improve both the subjects' performance and their understanding. The analysis of mental effort data reveals that the simulator facilitates effective cognitive processing and thus allows the subjects to acquire more adequate mental representations of the task. Building on these results, we derive implications for the design of interactive learning environments and for the more general presentation of complex dynamic problems.

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Section: Managing Cognitive Load Introduced By Dynamic Problemsmentioning

confidence: 99%

Simulator‐supported descriptions of complex dynamic problems: experimental results on task performance and system understanding

Kopainsky

Sawicka²

2010

System Dynamics Review

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“…This distinction between different dimensions of CL is very useful from a theoretical point of view, but it has some methodological problems. First of all, experimental manipulations can influence more than one type of cognitive load at the same time, and it could have different effects on learning for LPK and HPK learners [41]. Second, the techniques used to measure CL do not clearly distinguish between these load components since they offer a global measure of CL [34].…”

Section: The Relation Between CL and Learningmentioning

confidence: 99%

The Effect of Reading Strategies and Prior Knowledge on Cognitive Load and Learning with Hypertext

Madrid¹,

Cañas²

2009

TOERGJ

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Reading strategies, prior knowledge and cognitive load are some variables that have been related with comprehension and learning with hypertext systems. In this study we analyze the effect of two different hypertext reading strategies -coherence and interest -and two prior knowledge levels -low and high -on cognitive load, and their relation with learning. For low prior knowledge readers, data reveal that following a coherence strategy leads to lower cognitive load during reading and better learning. For high prior knowledge readers, following an interest strategy produce higher cognitive load during reading than a coherence strategy, but they learned equally from both strategies. These results are discussed taking into account the implication of two different components of cognitive load (extraneous and germane cognitive load).

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“…Kilic et al (2010) model indicated that working memory plays an effective role in providing information necessary for complex cognitive activities such as learning and clinical reasoning [ 34 ]. So, if the learning material is too difficult, the ICL imposed on learners may exceed their working memory capacity and hinder learning [ 9 ]. In line with our results, the relationship of working memory with ICL was stranger than ECL.…”

Section: Discussionmentioning

confidence: 99%

Cognitive load theory in workplace-based learning from the viewpoint of nursing students: application of a path analysis

Tabatabaee,

Jambarsang,

Keshmiri

2024

BMC Med Educ

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Purpose The present study aimed to test the relationship between the components of the Cognitive Load Theory (CLT) including memory, intrinsic and extraneous cognitive load in workplace-based learning in a clinical setting, and decision-making skills of nursing students. Methods This study was conducted at Shahid Sadoughi University of Medical Sciences in 2021–2023. The participants were 151 nursing students who studied their apprenticeship courses in the teaching hospitals. The three basic components of the cognitive load model, including working memory, cognitive load, and decision-making as the outcome of learning, were investigated in this study. Wechsler’s computerized working memory test was used to evaluate working memory. Cognitive Load Inventory for Handoffs including nine questions in three categories of intrinsic cognitive load, extraneous cognitive load, and germane cognitive load was used. The clinical decision-making skills of the participants were evaluated using a 24-question inventory by Lowry et al. based on a 5-point scale. The path analysis of AMOS 22 software was used to examine the relationships between components and test the model. Findings In this study, the goodness of fit of the model based on the cognitive load theory was reported (GIF = 0.99, CFI = 0.99, RMSEA = 0.03). The results of regression analysis showed that the scores of decision-making skills in nursing students were significantly related to extraneous cognitive load scores (p-value = 0.0001). Intrinsic cognitive load was significantly different from the point of view of nursing students in different academic years (p = 0.0001). Conclusion The present results showed that the CLT in workplace-based learning has a goodness of fit with the components of memory, intrinsic cognitive load, extraneous cognitive load, and clinical decision-making skill as the key learning outcomes in nursing education. The results showed that the relationship between nursing students’ decision-making skills and extraneous cognitive load is stronger than its relationship with intrinsic cognitive load and memory Workplace-based learning programs in nursing that aim to improve students’ decision-making skills are suggested to manage extraneous cognitive load by incorporating cognitive load principles into the instructional design of clinical education.

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Dynamics of cognitive load theory: A model-based approach

Cited by 15 publications

References 57 publications

Simulator‐supported descriptions of complex dynamic problems: experimental results on task performance and system understanding

Simulator‐supported descriptions of complex dynamic problems: experimental results on task performance and system understanding

The Effect of Reading Strategies and Prior Knowledge on Cognitive Load and Learning with Hypertext

Cognitive load theory in workplace-based learning from the viewpoint of nursing students: application of a path analysis

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