Cognitive Load Theory Prerequisites - Essay Example

Cognitive Load Theory The cognitive load theory is significant in the context of educational instruction because it takes into account both the structure of information provided to learners as well as the cognitive architecture which allows learners to process the information that they are supplied with. According to Sweller (1998), short term memory in an individual is such that only certain schema can be retained, because the number of elements that the human mind can retain at any simultaneous moment is limited. He argues however, that long term memory contains sophisticated structural schema that allow the human mind to link, interpret and process information and solve problems. These schema are the cognitive elements that make up the human being’s knowledge base and enable multiple elements that are imbibed in the short term to be processed as one single element that can be retained in the individual’s long term memory. The cognitive load theory examines the cognitive process and the interaction of multiple elements. The elements that an individual’s short term memory has to deal with are referred to as the extraneous cognitive load, which is experienced by learners as they interact with instructional materials (Chandler and Sweller, 1991). This is one element that instructors can control to a large extent; for example in teaching a student what a prism is shaped like, it may more effective to use visual cues and provide students with a model to look at, rather than attempting to explain the concept theoretically using words. Hence, the extraneous cognitive load places a relatively simple burden on a learner. Intrinsic cognitive load however, refers to the more difficult elements that are inherent within each learning experience. For example, performing calculations or solving equations may be more complex and has an inherent level of difficulty for a student and this cannot necessarily be altered by an instructor; it will depend on the learner’s ability to assimilate the information. (Paas et al, 2003:2). Another form of the cognitive load is the germane cognitive load, which essentially concerns the processing of information, with the construction and development of schema to cope with the cognitive demands of learning. Unlike intrinsic load, germane cognitive load is another aspect that can be influenced by the instructor. Focusing upon this aspect can help instructors to design learning materials in such a manner that they aid the learner in constructing schema. From the above, it may therefore be noted that the three major aspects to be taken into consideration by educators in designing learning materials are (a) some learning involves an inherent element of difficulty that may not respond to instructional materials (b) external aids such as visual and auditory aids may be effective in aiding short term memory, but the interactivity between external and internal elements is more likely to impact upon cognitive learning and (c) it may be more effective to focus upon the construction and development of schema that can be retained in long term memory and thereby facilitate learning. Part B: techniques to improve learning: Paas et al (2003:1) point out that while different elements require different levels of processing of information from learners, the extent to which such an efficient processing of information can take place, which leads to effective learning, also depends upon the level of interactivity between the different elements. They cite the example of photo-editing program that requires learning of the twelve function keys which can be learnt individually and therefore require less interactivity. When the photos are edited on a computer however, high interactivity is required between different elements such as colour tones, darkness and contrasts in the picture and from a cognitive standpoint, they cannot be processed individually. Hence short term or working memory can process only two or three maximum novel elements at any one time and if working alone, would restrict human cognitive ability. But long term memory stores schema which allows for an extension of this processing capability. The extent of interactivity will influence levels of learning. If element interactivity is low, then the designs intended to reduce the load on the working memory will have little or no effect (Paas et al, 2003:2). An understanding of the concept of germane cognitive load has also helped researchers to direct their attention away from purely extraneous cognitive load to the construction and development of schema. This helped to redirect learners’ attention to cognitive processes that are directly relevant to the construction of schemas.”(Sweller et al, 1998:265). In view of the above, there are different techniques which have been developed to improve learning, based upon student understanding of the manner in which cognitive learning takes place. One of these is the split attention effect. Placing an overly large extraneous cognitive load upon a learner may not necessarily be effective; therefore the split attention technique focuses upon presentation of both theoretical and visual materials, i.e., both text and diagrams. This has been found to be effective in reducing extraneous cognitive load and facilitating learning of complex subjects. For example, while teaching a subject such as Physics, i.e, refraction of light for example, integrating diagrams of prisms and tracing the path of the refracted rays is likely to be much more helpful to learners in understanding the concepts, as opposed to purely discussing it in a theoretical manner. The split attention effect offers the advantage of reducing cognitive load. Since learners have to deal with both extrinsic and intrinsic cognitive load in this instance, overloading extrinsic materials could overload the learner, so that the cognitive effort necessary to comprehend and deal with the intrinsic load may be impaired. Similarly, the practice of not using extraneous learning materials such as visual and auditory aids may result in the learner facing extreme difficulty in comprehending learning materials and dealing with the intrinsic load of inherent difficulty. Division of the materials into text that places the burden on the intrinsic cognitive abilities and diagrams that draw upon extrinsic cognitive abilities, could thus facilitate learning by reducing the cognitive load. This has also been found to be true in a study conducted by Chandler and Sweller(1992). They found that integrating text and diagrams into learning materials allows learners to switch attention between different sources of information, thereby preventing excessive strain on one cognitive load. The disadvantage in using the split attention method however, is that it may not always work to the benefit of the learner and produce a better learning outcome when auditory stimuli are used. For example, in a study conducted by Moreno and Mayer(2000), instructional materials provided included a combination of music and environmental sounds that were used in conjunction with learning materials. The authors found however, that the introduction of such an extraneous load and the split attention this induced did not facilitate learning. Hence, the split attention technique could also produce a learning situation where the learner is overloaded with stimuli that interfere with the levels of concentration and ability to imbibe instruction. Yet another technique that can be used is to provide worked examples. Chang et al (2006) have also suggested that complex cognitive materials can be split into sub schemas that are taught in isolation, which can then be integrated later and taught by instructors. These schema are individualistic in that they are peculiar to each individual; they change and are developed over the course of the individual’s lifetime, based upon the kind of associations and inferences that each individual makes. The learning experience requires these long term memory schema to be continually refined and the individual’s progress in learning is likely to progress from a slow, clumsy process ridden with errors to a smoother, more efficient absorption of learning. Using worked examples functions by presenting complex topics in the form of a simple example which puts forth some basic concepts. The student can then build upon the basic concepts outlined in the example to develop more complex applications. When students are presented with complex topics, it may be helpful to provide a worked out example. This allows students to understand how a problem could potentially be solved by actually following a worked out example and noting the steps. One example is in Chemistry for example. In a laboratory environment, students can carry out one experiment with sodium sulphate and hydrochloric acid to produce sodium chloride. The students can then use this as an example and carry out further experiments to derive additional compounds. The advantage in this method is the opportunity offered for the construction of basic schema that can be used later by the student and modified in application to more complex programs. It helps students to deal more effectively with the limitations of short term memory. The disadvantage offered by this method however, is that it reduces the demand of intrinsic learning and may result in a level of comprehension that is superficial. Goal free problems are another technique that is used to facilitate learning. The goal free problem method relies upon a means end analysis. This is a specific problem solving technique wherein a problem is tackled backwards, moving from the goal towards the problem rather than moving forwards from the problem itself. This allows a learner the flexibility to tackle a problem from all possible angles and derive solutions rather than being confined to a forwards only approach. One example is when a learner is provided with a specific research question which he or she must research from the Internet and a specific goal, i.e., to derive an answer to the research question using a limited number of specific queries. The learner is however, allowed the freedom to use any search words that he or she deems fit in order to search for the information. Conclusion: On the basis of the above, it may be noted that the learning process can be enhanced if the cognitive load is reduced. Achieving the right balance of extrinsic and intrinsic load appears to be the solution and developing learning techniques that help construct schema which can be stored in long term memory would be effective in improving learning outcomes. The methods discussed above to reduce cognitive load include split attention, which shifts the burden from intrinsic to extrinsic. The other two methods discussed, i.e, working problems and goal free problems function by aiding a learner in developing schema that can be stored in long term memory. References: * Chandler, P. and Sweller, J. (1991). "Cognitive Load Theory and the Format of Instruction", Cognition and Instruction, 8(4): 293–332 * Chandler, P., and Sweller, J. (1992). The split-attention effect as a factor in the design of instruction. British Journal of Educational Psychology, 62: 233-246 * Clark, R., Nguyen, F., and Sweller, J. (2006). “Efficiency in Learning: Evidence- Based Guidelines to Manage Cognitive Load”, San Francisco: Pfeiffer. * Moreno, R. and Mayer, R. E. (2000). “A coherence effect in multimedia learning: The case for minimizing irrelevant sounds in the design of multimedia instructional messages”, Journal of Educational Psychology, 92(1): 117-125. * Paas, Fred, Renkl, Alexander and Sweller John, 2003. “Cognitive Load Theory and instructional design: recent developments”, Educational Psychologist, 38(1): 1-4 * Sweller, J., 1998. “Cognitive load during problem solving: Effects on learning”, Cognitive Science, 12, 257-285 (1988). * Sweller, J., Van Merrienboer, J., & Paas, F. (1998). "Cognitive architecture and instructional design". Educational Psychology Review, 10: 251–296 Read More