![]() ![]() Six exemplary studies from different domains with different variations of the learning material were chosen to show that the theoretically expected effects on different types of load are actually reflected in the learners’ answers in the questionnaire. This article reviews studies using a questionnaire to measure intrinsic, extraneous and germane cognitive load in order to provide evidence for the instruments’ prognostic validity. To link these concepts, and to help instructional designers and teachers, cognitive load during learning needs to be differentially measured. Based on Cognitive Load Theory, learners also need to deal with the task itself, the design of the material, and the decision on how much to invest into learning. To achieve this, three aspects need to be considered: (1) the learning task itself, (2) the design of the learning material, and (3) the activation of the learner’s cognitive processes during learning. Why was the computer so quiet on Christmas Eve?Īnswer: Because not a creature was stirring, not even a mouse.Instructional design deals with the optimization of learning processes.What do you give an artistic dog for Christmas?.Where do the reindeer go for Christmas dinner?.What is it that you can catch easily but cannot throw, especially during December?. ![]()
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