COGNITIVE LOAD THEORY'S COHERENCE PRINCIPLE: THEORY MEETS REALITY

Human information processing;Cognition;Learning ability;Instructional systems designs

Arts, Julie M.Roth, Christine ;

University of Wisconsin

关键词: Human information processing;    Cognition;    Learning ability;    Instructional systems designs;   

Others  :  https://minds.wisconsin.edu/bitstream/handle/1793/46736/J%20Arts%20thesis.pdf?sequence=1&isAllowed=y

瑞士|英语

来源: University of Wisconsin

【 摘 要 】

For learning to occur, the individual must make sense of the presented material byattending to relevant information, mentally reorganizing it, and connecting it withexisting knowledge. A great deal of this process occurs in working memory. However,working memory is extremely limited.With the learning process in mind, the challenge is evident. The learner mustactively process new material within the limits of working memory. Cognitive loadtheorists determine how to best design instruction with this limitation in mind. Cognitiveload theory suggests that instruction imposes three different types of cognitive load, andbecause the total mental capacity is limited, it is important to balance all three forms.When a lesson is high in one type of cognitive load, there is very little capacity remainingfor the other forms.To create instruction that meets these goals, cognitive load theorists havedeveloped several universal principles that are proven to result in efficient instructionalenvironments by accommodating the limits and exploiting the strengths of workingmemory. This paper looks closely at the coherence principle. Based on the coherenceprinciple, instruction should not include extraneous material (i.e., learning material that isnot directly related to the lesson;;s objectives). Extraneous materials can provide interest,expand on key ideas, or provide technical background. Regardless of the purpose,extraneous material imposes undue cognitive load on the learner. Therefore, learningmaterial should not be included unless it is essential to the learning goals.Knowing that theories often conflict with real-world constraints or expectations,this paper looks for ways that instruction can foster learning with these cognitiveprinciples in mind even when they cannot be leveraged in their full sense.The instructional designer may attempt to minimize extraneous material.However, the intent is moot if the client (for whom the instruction is created) does notshare the same intent. So while extraneous material should be ruthlessly weeded out, theinstructional designer needs a backup plan. The purpose of this paper is to develop amethod by which the framework behind the cognitive load theory and its principles canbe leveraged to reduce the effects of extraneous material. While the cognitive load theoryand its principles pertain to both paper and electronic learning materials, the backup plandeveloped in this paper requires the use of electronic learning formats.