Cognitive Load Theory and Instructional Methods Created by Matthew Chong, Rachel Gastrich, Brian Levels, Aurora Velasco, Jennifer Young

GA Miller! Working memory Cognitive Load Theory GA Miller! In recent years there has been an increased focus on the role of education and training, and on the effectiveness and efficiency of various instructional design strategies. Some of the most important breakthroughs in this regard have come from the discipline of Cognitive Science, which deals with the mental processes of learning, memory and problem solving. Cognitive load theory (e.g. Sweller, 1988; 1994) is an instructional theory generated by this field of research. It describes learning structures in terms of an information processing system involving long term memory, which effectively stores all of our knowledge and skills on a more-or-less permanent basis and working memory, which performs the intellectual tasks associated with consciousness. Information may only be stored in long term memory after first being attended to, and processed by, working memory. Working memory, however, is extremely limited in both capacity and duration. These limitations will, under some conditions, impede learning. The fundamental tenet of cognitive load theory is that the quality of instructional design will be raised if greater consideration is given to the role and limitations, of working memory. Since its conception in the early 1980's, cognitive load theory has been used to develop several instructional strategies which have been demonstrated empirically to be superior to those used conventionally. This paper outlines some of the basic principles of cognitive load theory. Examples of the instructional design strategies generated by cognitive load theory are also provided. Did you know the Earth experiences 50,000 earthquakes a year? Memorize the following set of letters and spaces: Hea cto egttch edh sda and the following numbers: 639772839041588 John Sweller! Cool Fact. There were approximately 269 million mobile phones in use in China in 2003, more than any other country. Working memory

Cognitive Overload

Cognitive Load Theory Overview What is cognitive load theory? Long term memory Working memory Information is processed by working memory before it can be stored in long term memory Working memory is very limited – overloading it will impede learning

History of Cognitive Load Theory G.A. Miller 7 +/- 2 digits of information in working memory John Sweller Problem solving and means-end analysis (MEA) MEA = Excessive cognitive processing = less learning = Cognitive Load Theory

How does it relate to instructional design? Three types of cognitive load: Intrinsic cognitive load – the inherent difficulty in new instruction Extraneous cognitive load – generated in how information is presented to learners Germane cognitive load – information related to schema being taught Good instructional design should increase germane cognitive load and decrease extraneous cognitive load

How does it relate to instructional design? Instructional methods based on cognitive load theory Chunking Split Attention Worked examples Backwards fading Expertise reversal

Chunking What is it? A technique in which information in long term memory is chunked from multiple elements of information into a single element Can be easily processed in working memory Why is it used? We use chunking to reduce the information to be memorized into seven plus or minus two categories Why does it work? You can retain more information in the “limited space of your short-term memory” as well Learn that information more efficiently

Example of Chunking Horse Orange Chair Student Kiwi Table Yellow Dog Bed Homework Teacher Bookcase Fish Blue Banana Black Class Apple Bird Desk Mango Grape Green Cat School

Write down as many words as you can from memory

Example of Chunking Horse Cat Dog Fish Bird Orange Yellow Blue Green Black Table Chair Desk Bookcase Bed Teacher School Student Homework Class Apple Banana Kiwi Grape Mango

Write down as many words as you can from memory

Split Attention Effect What is it? Split attention occurs whenever a learner needs to attend to more than one source of information, or more than one activity (ex. diagrams, note-taking) How to prevent it Integrate diagrammatical information (visuals with integrated text) Provide cues for note taking in lectures (“It should be noted that…”) Why does it work? Minimizing split attention reduces cognitive load and facilitates learning.

Example of Split Attention Bad – Not Integrated Good – Integrated Diagrams from an Electrical Test Lesson - S. Tindall-Ford, P. Chandler and J. Sweller, Journal of Experimental Psychology. Applied 3 (1997),

Example of Split Attention http://its.sdsu.edu/multimedia/cabinet/index.htm

Worked Examples What is it? Why is it used? Why does it work? A worked example is a step by step demonstration Why is it used? Worked examples are natural ways to show specifically how to accomplish a task Worked examples help to lower extraneous cognitive load and intrinsic cognitive load, which can improve learning Why does it work? Provides a schema for the learner to develop a mental model Learner builds own mental model on how to perform a task or how to solve a problem Why is it used? In some cases, a worked example can look a lot like a job aid - especially for procedural tasks (those you perform the same way each time), worked examples are natural ways to show specifically how to accomplish some task Worked examples help to lower extraneous cognitive load (the mental burden imposed by the course design and can help the intrinsic cognitive load, which can improve learning. Why does it work? Provides a schema for the learner to develop a mental model The learner works at figuring out what the different examples have in common, and thus builds up his/her own mental model for the skills in question

Example of Worked Examples Uncle Bill – R.I.P. How To Tie A Tie http://www.tie-a-tie.net/fourinhand.html

Backwards Fading What is it? Worked examples that transition gradually into practice problems by leaving out an increasing number of steps at the end as learners gain proficiency How is it used? Learners should devote as much working memory capacity as possible to build a schema that will enhance new skills As they gain expertise, learners gain understanding as they build competency Worked examples evolve into full problem examples that must be completed by learner Who is it best for? Novice learners who have built some mental schema

Example of Backwards Fading

Expertise Reversal Effect What is it? Negative effect of instructional methods that aid novices on the learning of experts What causes it? Based off of the redundancy principle of cognitive load Existing large schema of experts Conflict between the instruction and the existing schema of experts Some of the methods that you have learned so far such as split attention and worked examples are designed to minimize cognitive load in novices. Yes, these are the people that you will most likely be primarily dealing with, but what happens when you have to train learners of varying levels of expertise. What do I mean by expertise? Essentially, I mean what is in long term memory. As learners gain expertise, they need different types of instruction. Redundancy effect: Content or expressions that are duplications either of each other or of knowledge already in memory impede learning. Because experts have a relatively large schema relevant to the instructional goal, they are able to manage their own cognitive learning processes without external instructional support Worked examples, graphics, or explanations which were helpful for novices become less helpful and after a certain level of expertise become redundant and interfere with learning of experts because of the extraneous cognitive load and conflict between the instruction and the existing schema of the experts.

Expertise Reversal and Worked Examples Novice++++++++knowledge/experience========Expert Worked Example: If y = x + 6, x = z + 3, and z = 6, find the value of y . x=z+3 x=(6)+3, x=9 y=x+6 y=(9)+6, y=15 Backwards Fading: If y=x+4, x=z+2, and z=4, find the value of y x=z+2 x=(4)+2, x=6 y=x+4 What is the value of y? Backwards Fading (cont.): If y=x+4, x=z+2, and z=4, find the value of y x=z+2 x=(4)+2, x=6 ? What is the value of y? Problem1: If y=x+6, x=z+3, and z=6, find the value of y . Problem2: If y=x+4, x=z+2, and z=4, find the value of y Research clearly shows that novices benefit most from instruction with a heavy emphasis on guidance (such as through worked examples) That same guidance is redundant for more experienced learners thus causing an extraneous cognitive load As learners slowly become more experienced research shows a transition (backwards fading) is preferable to an abrupt jump between worked examples and solving problems.

Expertise Reversal and Split Attention Split attention and Expertise Reversal Graphics with integrated textual explanations greatly benefit novices Textual explanations are redundant for experts and thus result in additional unnecessary cognitive load Novice Expert Diagrams from an Electrical Test Lesson - S. Tindall-Ford, P. Chandler and J. Sweller, Journal of Experimental Psychology. Applied 3 (1997),

How to avoid expertise reversal Expertise is high Expertise is mixed Avoid redundancy More practice problems, less worked examples Discovery lessons Pre-work Use adaptive e-learning Split training Expertise is high Do not add unnecessary visual, text, or verbal or verbal explanations Assign practice exercises rather than worked examples or completion examples Use directive or guided discovery lessons Expertise is mixed: Use pre-work to bring up novices’ knowledge Use adaptive e-learning instruction that caters to the learner. Split training into novice & advanced sessions Expertise Reversal

Learning Activity Group 1 – Chunking Group 2 – Split Attention Group 3 – Worked Examples Group 4 – Backwards Fading Group 5 – Expertise Reversal