Present information in a manner that encourages learner activities that optimize intellectual performance¶

Strategy · All strategies
Evidence · 4 claims (4 for) · 3 studies (2 quant-synthesis, 1 review), q1–q4 · 1 of 3 report an effect size · 3 claims rest on one study

Description¶

The article states that cognitive load theory "has been designed to provide guidelines intended to assist in the presentation of information in a manner that encourages learner activities that optimize intellectual performance." As a strategy, information presentation should be arranged so that learners engage in activities aligned with the theory's guidelines rather than activities that waste working memory capacity.

Design Implications¶

Context¶

Requirements¶

• Presentation guidelines derived from cognitive load theory's account of working memory and long-term memory.
• Guidelines for information presentation must be applied when preparing instructional materials

Constraints¶

Target Learners¶

• learners generally, across domains addressed by cognitive load theory
• Learners receiving instruction designed under cognitive load theory guidelines

Target Learning Goals¶

• optimized intellectual performance during instruction
• Intellectual performance during learning and problem solving

Affordances¶

• Clt 1998 Cognitive Architecture Model

Claims¶

• Cognitive load theory has generated a variety of novel instructional procedures for presenting information [+W]
• Long-term memory is effectively unlimited and holds schemas that vary in their degree of automation [+W]
• Working memory includes partially independent subcomponents for auditory/verbal and visual/2- or 3-dimensional information [+W]
• Cognitive Load Management [+M]

Related Strategies¶

Examples¶

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Key Sources¶

• Sweller, J., van Merrienboer, J.J.G. & Paas, F.G.W.C. (1998). Cognitive Architecture and Instructional Design. Educational Psychology Review. https://doi.org/10.1023/A:1022193728205