Instructional techniques for studying worked examples can increase germane cognitive load (per van Merriënboer, Schuurman, De Croock, & Paas)¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q1
Currency · newest study 2002 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? One special-issue article covers instructional techniques for increasing germane cognitive load in studying worked examples. → Kirschner 2002

Evidence¶

Kirschner 2002¶

Kirschner, P.A. (2002). Cognitive load theory: implications of cognitive load theory on the design of learning. https://dspace.library.uu.nl/handle/1874/16884

q1 · i? · theoretical · r2

The editorial describes, in its abstract, the scope of the van Merriënboer, Schuurman, De Croock, and Paas article: it covers "instructional techniques for increasing germane CL in studying worked examples." No findings or effect sizes are reported here.

"The articles cover presenting instructional techniques for increasing germane CL in studying worked examples (van Merrienboer, Schuurman, De Croock, & Paas)"

Discussion¶

Learner Variables¶

• Working Memory — outcome: instruction changes it

Related Claims¶

• Example elaboration training is studied for decreasing cognitive interference and overload (per Stark, Mandl, Gruber, & Renkl) — related
• The claim that high-variability practice imposes germane load rests on post-hoc explanation and does not always replicate — related
• Reducing extraneous load can also remove affordances for germane processes — related
• Germane cognitive load is reformulated as redistributing working memory resources from extraneous to intrinsic processing rather than adding to total load — related
• Worked examples are studied for their effects on cognitive load in older learners (per Van Gerven, Paas, & Schmidt) — related