Redirecting learners' attention during training: effects on cognitive load, transfer test performance and training efficiency

Merriënboer, Jeroen J. G. van; Schuurman, J.G; Croock, M.B.M. de; Paas, Fred

doi:10.1016/s0959-4752(01)00020-2

Cited by 229 publications

(128 citation statements)

References 18 publications

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“…Rather than presenting learners with full worked examples, partially completed examples can be used with learners required to complete the missing moves. This procedure partially uses someone else's knowledge as a central executive to reduce random generation of moves and is as effective as using full worked examples (Paas 1992;Paas and Van Merriënboer 1994;Van Merriënboer 1990;Van Merriënboer and de Croock 1992;Van Merriënboer and Krammer 1987;Van Merriënboer, Schuurman, de Croock and Paas 2002).…”

Section: Cognitive Load Theorymentioning

confidence: 99%

Instructional Design Consequences of an Analogy between Evolution by Natural Selection and Human Cognitive Architecture

Sweller

2004

Instructional Science

334

248

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Abstract. Evolution by natural selection may be characterized as a system in which a large store of genetic information will persist indefinitely while it remains coordinated with its environment but will continuously produce small random variations that are tested for environmental effectiveness. In any environment, effective variations will persist while ineffective variations will disappear. Similarly, human cognitive architecture includes a large store of information held in long-term memory that coordinates our cognitive activities. A very limited working memory tests the effectiveness of small variations to long-term memory with effective variations altering long-term memory while ineffective variations are lost. Both an existing genetic code and information in long-term memory provide a central executive that guides behaviour. Such a central executive is unavailable when an environment alters or when working memory must be used to deal with novel information. A major function of instructional design is to provide the otherwise missing structure of a central executive when dealing with novel information and to reduce that structural support as knowledge accumulates in longterm memory. Cognitive load theory both provides instructional design principles that would be difficult to devise without its particular view of human cognitive architecture and throws further light on that architecture.

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Section: Cognitive Load Theorymentioning

confidence: 99%

Instructional Design Consequences of an Analogy between Evolution by Natural Selection and Human Cognitive Architecture

Sweller

2004

Instructional Science

334

248

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“…This higher investment of effort during practice is expected to produce differential effects on learning for the worked examples and conventional problems conditions (cf. Van Merriënboer, Schuurman, De Croock, & Paas, 2002). Combined with worked examples, process information is expected to produce higher (far) transfer test performance than studying worked examples without process information would, because this higher effort is assumed to be an indication of germane load.…”

mentioning

confidence: 99%

Effects of process-oriented worked examples on troubleshooting transfer performance

Gog

Paas

Merriënboer

2006

Learning and Instruction

155

132

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In the domain of electrical circuits troubleshooting, a full factorial experiment investigated the hypotheses that a) studying worked examples would lead to better transfer performance than solving conventional problems, with less investment of time and mental effort during training and test, and b) adding process information to worked examples would increase investment of effort during training and enhance transfer performance; whereas adding it to conventional problems would increase investment of effort, but would not positively affect transfer performance. The first hypothesis was largely confirmed by the data; the second was not: adding process information indeed resulted in increased investment of effort during training, but not in higher transfer performance in combination with worked examples. Process-Oriented Worked Examples 3 Effects of Process-Oriented Worked Examples on Troubleshooting Transfer PerformanceTroubleshooting, that is, diagnosing and repairing faults in a technical system, constitutes an important part of most technical jobs. Fault diagnosis is considered a complex cognitive skill to carry out, and even more complex to acquire (Gott, Parker Hall, Pokorny, Dibble, & Glaser, 1993;Schaafstal, Schraagen, & Van Berlo, 2000). This study addresses the question of how initial acquisition of this skill can be fostered by the design of effective troubleshooting instruction and, in particular, the support given to students during practice. Specially, the study investigates the effects on learning outcomes of support formats that are assumed to help students to use their cognitive resources more effectively.According to Cognitive Load Theory (CLT;Sweller, 1988;Sweller, Van Merriënboer, & Paas, 1998;Van Merriënboer & Sweller, 2005) instructional materials draw on students' cognitive resources in three ways, related to the intrinsic, extraneous and germane cognitive load they impose. Intrinsic cognitive load is imposed by the complexity of the instructional task and depends on the number of interacting elements that have to be related, controlled, and kept active in working memory during learning activities. By nature, troubleshooting tasks are complex and require processing of numerous information elements. For example, in troubleshooting a simple electrical DC circuit, specific knowledge of the function of its components (e.g., voltage sources, resistors) and general knowledge about the relation between voltage, current and resistance (Ohm's law) and about the conservation of energy and charge (Kirchoff's laws) is needed to be able to determine how the circuit should function. Knowledge about how to use different meters is required to be able to measure the voltage, current and resistance at different points in the circuit. The troubleshooter has to compare those measurements to his/her own calculations of optimal functioning. Furthermore, s/he needs to relate the outcome of that comparison to knowledge about how certain symptoms (e.g., no current in the entire circuit) relate to certain Proc...

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“…The load imposed on working memory can be influenced in several ways. First, working on realistic tasks can be supported by sequencing tasks during practice from simple to complex (Reigeluth, 1983;1999) or by using low-load task formats, such as worked-out examples Van Gerven, Paas, van Merriënboer, & Schmidt, 2002) or completion tasks (van Merriënboer, Schuurman, de Croock, & Paas, 2002;van Merriënboer & de Croock, 1992). Second, information necessary to carry out the tasks can be presented just-in-time; in other words, precisely when the learner needs it for practice (van Merriënboer, Kirschner, & Kester, 2003; Kester, Kirschner, & van Merriënboer, in press).…”

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confidence: 99%

Just-in-time, schematic supportive information presentation during cognitive skill acquisition

Kester

Lehnen

Gerven

et al. 2006

Computers in Human Behavior

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1 Just-in-time, schematic supportive information presentation Abstract Cognitive load theory states that well-designed learning material minimizes extraneous cognitive load and optimizes germane cognitive load within the thresholds of available cognitive resources.In this study, the extraneous cognitive load is minimized by avoiding temporal split attention with regard to supportive information (i.e., conceptual models or 'theory') and the germane cognitive load is optimized by using schematic representations of this information to direct learner's attention to concepts relevant for learning. A 2x2 between-groups design with the factors supportive information (before or during practice) and schematic representation (before or during practice) was used to investigate whether this balance between extraneous and germane load leads to more effective and efficient learning. It was found that the 'supportive during, schema before' format indeed yielded a higher learning efficiency than the 'supportive before, schema before' and the supportive during, schema during' format but no differences were found for learning effectiveness (i.e., test performance). problem-based learning, and competency-based learning usually focus on (realistic and authentic) whole tasks or meaningful problems (Merrill, 2002;Reigeluth, 1999;. Such tasks and problems help learners master the necessary cognitive skills and transfer what is learned in school to their daily life or work settings.A potential pitfall of using such tasks is that, because of their complexity, they demand too much of the learner's cognitive system. Working memory capacity is limited and exceeding this capacity hampers learning (Baddeley, 1992;Miller, 1956;Sweller, 1988). The load imposed on working memory can be influenced in several ways. First, working on realistic tasks can be supported by sequencing tasks during practice from simple to complex (Reigeluth, 1983;1999) or by using low-load task formats, such as worked-out examples Van Gerven, Paas, van Merriënboer, & Schmidt, 2002) or completion tasks (van Merriënboer, Schuurman, de Croock, & Paas, 2002;van Merriënboer & de Croock, 1992). Second, information necessary to carry out the tasks can be presented just-in-time; in other words, precisely when the learner needs it for practice (van Merriënboer, Kirschner, & Kester, 2003; Kester, Kirschner, & van Merriënboer, in press). These instructional interventions aim at optimally utilize working memory capacity to facilitate cognitive skill acquisition. The latter approach is the focus of the current study. Cognitive LoadThe cognitive load that a learner experiences during learning and practice is caused by a combination of the complexity of the problem to be solved and the design of the instructional materials. Solving the problem yields intrinsic cognitive load which is determined by the number of elements in the instructional material (e.g., practice problems, subject-relevant information) and the degree of element interactivity. Low element interactivity is associate...

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Redirecting learners' attention during training: effects on cognitive load, transfer test performance and training efficiency

Cited by 229 publications

References 18 publications

Instructional Design Consequences of an Analogy between Evolution by Natural Selection and Human Cognitive Architecture

Instructional Design Consequences of an Analogy between Evolution by Natural Selection and Human Cognitive Architecture

Effects of process-oriented worked examples on troubleshooting transfer performance

Just-in-time, schematic supportive information presentation during cognitive skill acquisition

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