Cognitive Load Theory: An Insight - Literature review Example

Cognitive load Theory- an Insight Cognitive Load Theory, in simple terms mean that learners get overwhelmed if a lot of information is given together. When a person is collecting information, it goes first into the “working memory” of a person which has limited capacity. Hence a lot of information coming simultaneously tends to overload the learner and thereby impedes the process of learning. “Working memory” is a term which was first used in the 1960s by Miller, Galanter, and Pribram. They coined this term keeping in mind the theories that compared human brain to that of a computer and found them to be similar. Working memory is actually referring to the short term memory in which one can remember or memorize things for a very short period of time. If this working memory is too crammed and too full of various different instructions then one tends to forget, that is, the memory fails to work. Instructions may be of different types. It may be related to teaching a person how to develop reasoning skills and perception skills or it may be related to learning an entirely new language or it may be instructions on some other problem solving skill. The basic thing in a learning process is to understand (also known as schema) well, as many would agree. However as one learns more in a shorter time span the cognitive load also increases. This is best seen while trying to learn a new language. One will have to understand the instructions given and also translate at the same time. Here the cognitive load is much higher than learning in ones own language. So the trick lies with the instructor manipulating the cognitive load in such a way that the learner can learn and memorize better. Cognitive Load as a theory had been put to use indirectly since the seventies through the works of Baddelly and Hitch (1974), Beatty (1977) and Marsh (1978). In fact the study of cognitive science started in the mid fifties with the research work of G.A. Miller (1956) in this field of science. It was Miller who first suggested that that our “working memory” can remember only up to a certain extent and thus is very limited. Nevertheless, Cognitive Load as a branch of science became prominent after John Swellers research work and his subsequent paper on it in 1988. As Lewis (2008) tells us “Even Baddeley and Hitch (1974) considered “concurrent memory load” but Sweller’s cognitive load theory was the first to consider working memory, as it related to learning and the design of instruction” (Lewis, Knol – A unit of Knowledge, 2008 ). Extensive research work on Cognitive Load was done by John Sweller, an Australian psychologist in the year 1998, who in his paper explained that the knowledge gained by a person is stored in the long term memory in terms of complex, sophisticated structures which are known as Schema. Ultimately, for a piece of information to become knowledge, it must become a schema for the learner. Thus Cognitive Load Theory essentially talks about connecting the short term work memory to the long term Schema in a person’s mind. Thus in short, as defined by Cooper (1998) The Principles of Cognitive Load Theory are: 1. “Working memory is extremely limited. 2. Long term memory is essentially unlimited. 3. The process of learning requires working memory to be actively engaged in the comprehension (and processing) of instructional material to encode to-be-learned information into long term memory. 4. If the resources of working memory are exceeded then learning will be ineffective.” (Cooper, University of Alabama- Online Learning Laboratory, 1998) Sweller worked on the past research of Miller (1956) which suggests that an average human brain can remember up to seven items (or “chunks”) at a time (also often referred to as the magic number seven), irrespective of whether these are numbers, digits, letter or works. Subsequent research showed that this depends on the features of the item involved – about seven for digits, six for letters and five for words. There is also a difference between the numbers of syllables each word contains. Another concept that emerged from this study of Miller is the concept of “chunk” – which means the unit formed in human mind by regrouping or recoding them. This is often used as a memory training model wherein a number of items are clubbed logically into a single unit or a single chunk. Thus, though the person is actually remembering only seven chunks, each chunk is containing more information and the overall memory retention of the person increases. As an author would tell us “Cognitive load theory is based on a straightforward reading of information-processing concepts of memory, schema development, and automaticity of procedural knowledge” (Improving Traditional Instruction: Cognitive Load theory, n.d). We have already seen that there are certain limitations in the learning capacities of a human mind with the so called working memory being functional only up to an extent. So the only way we can learn better and more is by dividing information into meaningful and understandable bits which is achieved by acquiring schema and also skill acquisition by procedural knowledge application. Both of these tap on our long term memory thus helping us to remember better. There are mainly two different ways in which schema can be acquired by a learner Problem solving (“means end” approach) Going through worked out examples (“goal free” approach) Sweller argued that the second method creates less Cognitive Load on the learner. In his paper in 1999, he recommended that while designing instructional material the following techniques to be applied and these are: “1. Change problem solving methods to avoid means-ends approaches that impose a heavy working memory load, by using goal-free problems or worked examples. 2. Eliminate the working memory load associated with having to mentally integrate several sources of information by physically integrating those sources of information. 3. Eliminate the working memory load associated with unnecessarily processing repetitive information by reducing redundancy. 4. Increase working memory capacity by using auditory as well as visual information under conditions where both sources of information are essential (i.e. non-redundant) to understanding.” (Sweller, Cognitive Load Theory, 1999) In his first instructional technique, Sweller advocates against using the conventional method of “learning by doing” where the student just after learning a certain new thing sets about to work on the unsolved problems related to the newly learned object. Here Sweller says that it is best for the students to first study some worked examples and ask questions to the instructor as and when needed. Then they move from studying worked examples to working out partially solved examples where the students need to solve a part of the problem. After this, there should be practice work, where the student will have to solve entire problems by themselves. In the second technique Sweller tells us that understanding the elements that interact while giving information in multiple numbers causes problem to the learner and if instructions are given in a weak and incorrect manner, as for example, when the student needs to constantly refer to another page or turn to another diagram it impedes the capacity of learning. So it is best when the diagram and facts related to the object to be studied is in one page and the student does not have to repetitively turn to another page to consult. Everything should be so prepared that all multiple information to be given lies in front of the student and well integrated. Thus the mental load of having to bring multiple sources of information together will be reduced and the student will definitely learn better. For the third technique, as in the words of Clark, Nguyen and Sweller (2005) “As you define your visuals and performance aids, consider whether they will need explanations or whether they can be designed to be self explanatory, similar to the airline emergency procedure visuals that use arrows to communicate motion. Remember that to add words to self-explanatory visual results in redundancy that slows learning. In most cases, you will need to explain your visuals and performance aids, and we recommend using audio narration to do so in order to leverage the modality effect” (Clark, Nguyen and Sweller, 2005, p. 302-03). Thus if one keeps in mind these techniques while creating instructions for the learners it will serve to build up something that will enable learners to learn well and fast and also remember whatever has been taught. There are three different types of cognitive load which have been defined by various researchers in this field. These are the intrinsic cognitive load, extraneous cognitive load and germane cognitive load. The term intrinsic cognitive load was first coined by Sweller and Chandler in 1991. According to this type all instructions come with an inherent difficult and any sort of instructional maneuverings cannot remove this difficulty unless some part of the interacting elements within the instruction be reduced or removed to decrease the load and facilitate learning. Sometimes schemas can also be divided into smaller sub schemas and taught individually. Once the learner understands them they can be again joined together and presented as a whole. The second one is the extraneous cognitive load. It depends on how the instructions are imparted to the learners and is in the hands of the instructor. Thus this load mainly depends on the instruction materials. As Paas, Renkl and Sweller (2003) tells us “the manner in which information is presented…can also impose a cognitive load. When that load is unnecessary and so interferes with schema acquisition and automation, it is referred to as an extraneous or ineffective cognitive load..for example, any instructional procedures that requires learners to engage in either a search for a problem solution or a search for referents in an explanation..is likely to impose a heavy extraneous cognitive load because working memory resources must be used for activities that are irrelevant to schema acquisition and automation” (Paas, Renkl and Sweller, 2003, p. 2). The third type is the germane cognitive load and it is related to direct learning processes like construction and procession of different schemata and their automation and is the best way to impart instruction to learners out of the above mentioned three types. As Merrienboer and Kirschner (2007) explain “germane load is related to processes that directly contribute to learning, in particular to schema construction and rule automation. For instance, consciously connecting new information with what is already known, rather than focusing on task details..is a process that yields cognitive load” (Merrienboer and Kirschner, 2007, p.23). Keeping the three cognitive loads in mind and how they impede the process of learning and also remembering the techniques that Sweller outlined I would like to form an instructional technique as a teacher bearing in mind the young learners that would study them. The cognitive lead theory actually helps one to understand how to facilitate the process of learning by making it easier and interesting. The load types make us aware as what not to add as instructions and what to add so to as make the learner understand the instruction material well. For an instructor or teacher knowing the cognitive types and the instructional techniques is very important. Intrinsic, extraneous and germane loads all hinge the process of learning in some way or the other so it is important to realize and grasp the differences between them. As Jonassen (2004) points out “Intrinsic Cognitive Load relates to the difficulty of the material as defined by the magnitude of the body of knowledge to be learned and the degree of interrelatedness among its elements. If the information is complex or complicated, the intrinsic cognitive load will be high. For example, the cognitive load involved in learning human anatomy is intrinsically high because of the large number of terms that must be learned. Extraneous cognitive load refers to the way the instruction is designed and organized – if the instruction contains irrelevant information or other material that causes inefficient cognitive processing, the extraneous cognitive load will be high” ( Jonassen, 2004, p. 961). Thus keeping in mind all these factors one will have to design instruction materials for the students. If the students that are to be instructed have high level of prior knowledge on their subject then material will have to be prepared keeping their schema in mind. Instruction technique number three as outlined by Sweller will have to be used and redundancy will have to be consciously reduced by decreasing unnecessary explanations in visual or audio materials. Guided texts that lead to discovery of facts can be use. Worked examples will have to be replaced by practice work or completion exercises as these are students of high schematic levels. If the students have low levels of prior knowledge then material will have to be designed keeping in mind the low schematic level. Here high extraneous cognitive to be avoided by using technique number two which says to avoid having the student compare and contrast various multiple information and integrate them mentally, thus putting pressure on them and increasing the load. Instead material will have to be prepared where performance aid tools and visuals relevant to them can be used. If correct and relevant visual aids are used along with the printed study material then it helps in learning the subject better. Texts can be explained better with visual aids or audio aids but never should audio and video be shown together along with printed study material texts, to students of lower schematic levels. This would put cognitive load on the students and hamper their learning. However, lengthy and unnecessary explanations are also to be avoided and materials that are self explanatory do not need any explanation at all. Here worked examples would work better at the first instance and only after the instructor is convinced that the students have understood well should they move on to practice work and later on to unsolved problems under careful guidance. If the class comprises of a mixed batch of high and low schematic groups then e-learning can be used to impart instruction. In a real class the instructor will give instructions as per his or her wish and the learners will have to follow that and keep pace with what is being taught. In case of e-learning the learner can go through the instructions as many times as possible thus reducing the cognitive load. Prerequisites can be set, pretests can be assigned and also pre work can be given to balance the schematic levels of both groups. The entire term or session can be broken down into an introductory session and later on classes of an advanced nature can be arranged. This will help to reduce the cognitive load on both the groups and thus strike a balance and a right chord amongst the students. The content as to what is to be instructed often will have to be framed according to the instruction techniques as suggested by Sweller. If the content material is quite complicated in itself then care must be taken to minimize the extraneous cognitive load as much as possible. Here in a complex content, facts and concepts will have to be segmented out from the main core subject and taught at a later stage. The main aim would be in this case to first avail the learners of the supporting knowledge and once they are comfortable with that then to start imparting the main subject matter containing the process stages. While giving instructions on computer training it is very important that the learners do not get unnecessarily diverted. Content should be so prepared that it decreases the chance of redundancy. Also load on working memory can be decreased by giving all instructions via the computer itself. Printed material along with computer instructions will put load on the learners to mentally integrate all the elements of information leading to redundancy and decreased learning capability. One thing will also have to be kept in mind while planning the course material, that is, whether the students will get far or near transfer way of learning and accordingly material will have to be planned. Thus we find that the instructional techniques though here mainly discussed keeping a student-teacher environment in mind is applicable to all places where instruction is to be imparted to groups of learners. It may be a school going group of learners or college going students who all need instructions to learn a new subject or a new course. It may relate to office going people who need instructions pertaining to their job and work. It may also be that the office administration feels its employees need to learn more and understand new concepts and things and thus can arrange for a short term course work or training for its employees. In all cases the cognitive load theory will be applicable and the instructor will have to keep in mind the instructional techniques framed by Sweller that decrease the cognitive load to facilitate learning. Instead of just doing rote learning and teaching the final aim of the instructor should be to impart knowledge in the best way possible and take care that the learners learn well with minimum difficulty and also remember the imparted instructions. Therein lay the effectiveness of an instructor or a teacher. Works cited Clark, C, R. Nguyen,F and Sweller, J. Efficiency in Learning: Evidence Based Guidelines to Manage Cognitive Load. New Jersey: John Wiley and Sons. 2005. Cooper. 2006. University of Alabama- Online Learning Laboratory. Retrieved on 19th August 2009 from http://www.southalabama.edu/oll/mobile/theory_workbook/cognitive_load_theory.htm Improving Traditional Instruction: Cognitive Load Theory. n.d. Retrieved on 19th August 2009 from http://carbon.ucdenver.edu/~bwilson/cog/sweller.html Jonassen, D. Handbook of Research on Educational Communication and Technology. New Jersey: Lawrence Erlbaum Associates. 2004. Works cited Lewis, D. 27th July 2008. Knol- a Unit of Knowledge (Cognitive Load Theory). Retrieved on 19th August 2009 from http://knol.google.com/k/david-lewis-phd/cognitive-load-theory/3k9oibq1mbt1c/2# Merrienboer, J and Kirschnen, P. Ten Steps to Complex Learning: A Sytematic Approach to Four Component. New York: Routledge. 2007. Paas,F, Renkl, A and Sweller, J. Cognitive Load Theory: A Special Issue of Educational Psychologist. New Jersey: Lawrence Erlbaum Associates. 2003. Sweller, J and Soloman, H. n.d. Cognitive Load Theory. Instructional Design in Technical Areas, (Camberwell, Victoria, Australia: Australian Council for Educational Research (1999). Retrieved on 19th August 2009 from http://tip.psychology.org/sweller.html Read More