Uncovering cognitive processes: Different techniques that can contribute to cognitive load research and instruction

Gog, Tamara van; Kester, Liesbeth; Nievelstein, Fleurie; Giesbers, Bas; Paas, Fred

doi:10.1016/j.chb.2008.12.021

Cited by 138 publications

(42 citation statements)

References 72 publications

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“…Learning with text and pictures thus appeared to be largely guided by the text in that the text base directs attention toward those parts of the picture that are addressed in the text. This idea of text-guided processing of pictures is well acknowledged in the literature on learning from text and pictures (e.g., Folker, Ritter, & Sichelschmidt, 2005;Hegarty & Just, 1993;Ozcelik, Arslan-Ari, & Cagiltay, 2010;Rummer, Schweppe, Fürstenberg, Scheiter, & Zindler, 2011;Schmidt-Weigand, Kohnert, & Glowalla, 2010a, 2010bSchwonke, Berthold, & zRenkl, 2009;Van Gog, Kester, Nievelstein, Giesbers, & Paas, 2009). …”

Section: Processing Of Text and Pictures In Multimedia Learningmentioning

confidence: 99%

How Inspecting a Picture Affects Processing of Text in Multimedia Learning

Eitel¹,

Scheiter²,

Schüler³

2013

Applied Cognitive Psychology

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We investigated how a picture fosters learning from text, both with self-paced presentation and with short presentation before text. In an experiment, participants (N = 114) learned about the structure and functioning of a pulley system in one of six conditions: text only, picture presentation for 150 milliseconds, 600 milliseconds, or 2 seconds, or self-paced before text, or self-paced concurrent presentation of text and picture. Presenting the picture for self-paced study time, both before and concurrently with text, fostered recall and comprehension and sped up text processing compared with presenting text only. Moreover, even inspecting the picture for only 600 milliseconds or 2 seconds improved comprehension and yielded faster reading of subsequent text about the spatial structure of the system compared with text only. These findings suggest that pictures, even if attended for a short time only, may yield a spatial mental scaffold that allows for the integration with verbal information, thereby fostering comprehension.

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Section: Processing Of Text and Pictures In Multimedia Learningmentioning

confidence: 99%

How Inspecting a Picture Affects Processing of Text in Multimedia Learning

Eitel¹,

Scheiter²,

Schüler³

2013

Applied Cognitive Psychology

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“…While such measures are widely used in studies generated from cognitive load theory, and results accorded with hypotheses, future investigations should continue to gather process data to strengthen the case for a cognitive load interpretation of performance data. For example, future studies might supplement selfreports of cognitive load with eye-tracking data (Van Gog, Kester, Nievelstein, Giesbers & Paas, 2009;Van Gog & Scheiter, 2010). While self-ratings mainly measure overall perceived cognitive load, tracking eye movements can directly measure cognitive load imposed by particular cognitive processes.…”

Section: Limitations Of the Present Study And Suggestions For Future mentioning

confidence: 99%

Getting the point: Tracing worked examples enhances learning

Ginns

Bobis

2015

Learning and Instruction

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“…This is consistent with Ericsson and Simon (1993) who state that concurrent reporting may become difficult to maintain under high cognitive load conditions. Cognitive load research also indicates that during multimedia tasks, concurrent reporting will interfere with information processing and limit the extent of the thought units (Nielsen, Clemmensen, & Yssing, 2002;van Gog et al, 2009). As the participants in the concurrent condition verbalized their thoughts while simultaneously completing the website task, the cognitive demand on their working memory increased: their brains prioritized information processing over verbalizations.…”

Section: Discussionmentioning

confidence: 99%

“…When two processes occur simultaneously there is an increase in cognitive load-"the level of mental energy required to process a given amount of information" (Ping Lim, 2004, p. 17). As a result of a higher cognitive load, task completion may be compromised during the concurrent procedure and resulting think aloud reports are often procedural in nature van Gog, Kester, Nievelstein, Giesbers, & Paas, 2009). Findings of such studies suggest that alternative think aloud methods warrant attention.…”

Section: Literature Reviewmentioning

confidence: 98%

Understanding Teachers’ Cognitive Processes during Online Professional Learning: A Methodological Comparison

Beach

Willows

2017

OLJ

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This study examined the effectiveness of three types of think aloud methods for understanding elementary teachers' cognitive processes as they used a professional development website. A methodology combining a retrospective think aloud procedure with screen capture technology (referred to as the virtual revisit) was compared with concurrent and retrospective think aloud procedures. Elementary teachers from a large metropolitan area were assigned to one of the three think aloud conditions (N = 45). Participants in the concurrent condition verbalized their thoughts while simultaneously navigating a professional development website for 20 minutes. Participants in the retrospective condition verbalized their thoughts following their 20-minute website navigation without any aids. Finally, participants in the virtual revisit condition verbalized their thoughts while viewing a screen recording of their website navigation. Think aloud protocols were analyzed to determine the frequency of cognitive processes verbalized by participants in each condition. The findings of this study indicated significant differences in the types of verbalizations produced by participants across the three think aloud conditions. In addition, findings reveal benefits and limitations of employing each type of think aloud method in the context of a professional development website.

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Uncovering cognitive processes: Different techniques that can contribute to cognitive load research and instruction

Cited by 138 publications

References 72 publications

How Inspecting a Picture Affects Processing of Text in Multimedia Learning

How Inspecting a Picture Affects Processing of Text in Multimedia Learning

Getting the point: Tracing worked examples enhances learning

Understanding Teachers’ Cognitive Processes during Online Professional Learning: A Methodological Comparison

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