Manage intrinsic load with a part-whole approach, task variability, and self-explanation to raise germane load¶

Strategy · All strategies
Evidence · 2 claims (1 for, 1 mixed) · 3 studies (2 quant-synthesis, 1 theoretical), q2–q4 · 1 of 3 report an effect size · 1 claim rests on one study

Description¶

The article lists ways to manage intrinsic load and increase germane load: a part-whole approach that initially simplifies tasks by reducing elements and interactions and then adds more; increasing the variability of learning tasks; and asking learners to self-explain how they arrived at a problem solution. In both latter cases the nature of the task is changed so that intrinsic load and required WM resources increase appropriately.

Design Implications¶

Context¶

Requirements¶

• As more elements are added, germane cognitive load can increase without exceeding working memory capacity

Constraints¶

• A very heavy intrinsic cognitive load may exceed WM capacity and prevent processing of all elements

Target Learners¶

• learners of complex cognitive tasks

Target Learning Goals¶

• schema acquisition
• transfer of problem-solving skill

Claims¶

• Cognitive Load Management [+M]
• A training-design argument, not tested by any study recorded here, holds that practising whole complex tasks improves transfer of complex skills [~W]

Related Strategies¶

• Three Load Categories Communicating Vessels
• Whole Task Practice

Examples¶

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Key Sources¶

• Fred Paas, Tamara van Gog, John Sweller. (2010). Cognitive Load Theory: New Conceptualizations, Specifications, and Integrated Research Perspectives. Educational Psychology Review, 22, 115-121. https://doi.org/10.1007/s10648-010-9133-8