How Fading Worked Solution Steps Works – A Cognitive Load Perspective

Renkl, Alexander; Atkinson, Robert K.; Große, Cornelia S.

doi:10.1023/b:truc.0000021815.74806.f6

Cited by 204 publications

(101 citation statements)

References 26 publications

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“…Research based on CLT suggests that this is the moment to fade the instructional guidance and present learners with product-oriented worked examples. At the same time relevant cognitive activities (i.e., germane cognitive load) can be strengthened, for example, by having the learners explain the rationale of the problem solving procedure to themselves and in this way connect new information with prior knowledge Renkl et al 2004;Renkl and Atkinson 2003). The next step, from worked examples to solving problems on their own might be too large for learners and they may possibly fall back to a means-ends approach that implies a huge extraneous cognitive load (Sweller 1988).…”

Section: Modeling and Skill Acquisitionmentioning

confidence: 99%

Interactivity in Video-based Models

2007

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In this review we argue that interactivity can be effective in video-based models to engage learners in relevant cognitive processes. We do not treat modeling as an isolated instructional method but adopted the social cognitive model of sequential skill acquisition in which learners start with observation and finish with independent, self-regulated performance. Moreover, we concur with the notion that interactivity should emphasize the cognitive processes that learners engage in when they interact with the learning environment. The four-component instructional design (4C/ID) model is used to define a set of cognitive processes: Elaboration and induction enable learners to construct schemas, whereas compilation and strengthening enable learners to automate these schemas. Pacing, cues, control over appearance, prediction, working in dyads, personalized task selection, and reflection prompts are identified as guidelines that might support learners to interactively construct schemas. Personalized task selection with part-task practice helps learners to interactively automate schemas.Keywords Modeling . Interactivity . Cognitive processes Learning motor skills by observing a model that performs the desired actions and behavior has been a successful and well researched instructional technique for the last 30 years (McCullagh et al. 1989;Wetzel et al. 1994;Wulf and Shea 2002). The current focus on flexibility in task performance and the mastering of complex cognitive skills (Jonassen 1999) has made modeling (i.e., observational learning) relevant to modern learning environments as well. At the same time, rapid developments in computer and software

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Section: Modeling and Skill Acquisitionmentioning

confidence: 99%

Interactivity in Video-based Models

2007

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“…If the cognitive processing undertaken in working memory exceeds the available capacity, learning may be ineffective (Sweller, 1988). Research in CLT has provided a range of instructional design techniques aimed to support students learning, such as the worked example effect , problem completion effect (Renkl, Atkinson, & Grosse, 2004;Van Merriënboer, 1990), split-attention effect (Chandler & Sweller, 1991), modality effect (Tindall-Ford, Chandler, & Sweller, 1997), and the redundancy effect (Chandler & Sweller, 1994). These techniques support learning through reducing the processing of unnecessary information (extraneous load), whilst managing the inherent difficulty of the material (intrinsic load) and challenging learners to use working memory resources for processes that are relevant to learning (i.e., germane resources) (Sweller et al, 2011).…”

Section: Introductionmentioning

confidence: 99%

Learning from Instructor‐managed and Self‐managed Split‐attention Materials

Gordon

Tindall-Ford

Agostinho

et al. 2015

Applied Cognitive Psychology

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Summary: Instructor-managed physical integration of mutually dependent, but spatially separated materials, is an effective way to overcome negative effects of split-attention on learning. This study examined whether teaching students to self-manage split-attention materials would be effective for learning. Seventy-eight primary-school students learned about the water cycle, either by studying split-attention examples, integrated examples or self-managed split-attention examples. It was hypothesised that students who study instructorintegrated materials and students who study self-integrated materials would outperform students who study split-attention materials. The results showed that students learned more from instructor-integrated materials than from split-attention materials, thereby confirming the split-attention effect. The implications for future research on self-management are discussed. Instructor-managed physical integration of mutually dependent, but spatially separated materials, is an effective way to overcome negative effects of split-attention on learning. This study examined whether teaching students to self-manage split-attention materials, would be effective for learning. Seventy-eight primary school students learned about the water cycle, either by studying split-attention examples, integrated examples, or self-managed split attention examples. It was hypothesized that students who study instructor-integrated materials and students who study self-integrated materials would outperform students who study split-attention materials. The results showed that students learned more from instructorintegrated materials than from split-attention materials, thereby confirming the split-attention effect. The implications for future research on self-management are discussed.

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“…Closer inspection of the field shows that both textpicture combinations and audio-animation combinations have been extensively examined (e.g. Brünken, Plass, & Leutner, 2003;Huff & Schwan, 2008;Renkl, Atkinson, & Grosse, 2004;Schnotz, 2002). Aside from a few notable exceptions (Dutke & Rinck, 2006;Lee, Plass, & Homer, 2006), combinations of multiple pictorial external representations (both static and dynamic) have received scant attention.…”

Section: Introductionmentioning

confidence: 99%

Integrating information from two pictorial animations: Complexity and cognitive prerequisites influence performance

Huff

Schwan²

2010

Applied Cognitive Psychology

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Dividing visual attention between spatially distinct sources of information could either be beneficial (if there is too much information for a single visualization) or detrimental (if interrelated information has to be mentally re-integrated) for learning. We present a new display technology allowing for the presentation of two distinct animations by avoiding split foci of visual attention: learners are able to switch between animations by moving their head. We examined how 84 naïve learners integrated information in three presentation modes: the "vexingimage" mode displaying two animations, participants being able to switch between them without shifting the visual focus, a classical "split-screen", and an "overlaid" condition. Results showed that reduced complexity led to higher performance. Further, we showed that participants with high mental rotation abilities were best in the "split-screen" mode, whereas participants with low mental rotation abilities benefited most from the "vexing-image". Theoretical and instructional consequences of these findings are discussed.

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How Fading Worked Solution Steps Works – A Cognitive Load Perspective

Cited by 204 publications

References 26 publications

Interactivity in Video-based Models

Interactivity in Video-based Models

Learning from Instructor‐managed and Self‐managed Split‐attention Materials

Integrating information from two pictorial animations: Complexity and cognitive prerequisites influence performance

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