Cognitive Load Theory: Goal Free Scenarios Vinny Nasso Jessica Strahl

Outline of Presentation Cognitive Load Theory Goal Free Learning Goal Free Learning in Multimedia Conclusion

Cognitive Load Theory Supports 2 learning goals : The acquisition of Schema - Memory / Storage Organizer - Reducer of Working Memory Load Automization - Movement from Controlled (Conscious)- Processing to Automatic Processing

Cognitive Load Theory Working Memory Cognitive Load Learning Task As Total Cognitive Load increases the burden on Working Memory increases

Cognitive Load Theory = Total Cognitive Load Working Memory Learning Task Intrinsic Cognitive Load + Extraneous Cognitive Load + Germane Cognitive Load = Total Cognitive Load

Cognitive Load Theory Types of Cognitive Load Intrinsic Cognitive Load Element Interactivity -the extent to which elements of tasks must be learned in relation to the elements’ relation between other elements Low Interactivity: Elements can be learned independently of other elements High Interactivity: Tasks cannot be learned without simultaneously learning its connections with large numbers of elements -Learner’s degree of task automation effects the number of elements to be learned thereby effecting degree of interactivity

Cognitive Load Theory Types of Cognitive Load Intrinsic Cognitive Load Intrinsic Cognitive Load Element Interactivity Low Element Interactivity High Element Learning Grammar Learning Vocabulary

Cognitive Load Theory Extraneous Cognitive Load Split Atten. Means End Worked Examples Goal Free Effort required to process poorly designed instruction

Cognitive Load Theory Germane Cognitive Load Effort that contributes to the construction of schemas - Worked Examples - Goal Free Learning Increasing the germane load increases learning, but only when… 1) Total cognitive load is within capacity of Working Memory 2) Intrinsic Cognitive load (element interactivity) is high

The Goal-Free Design MEANS-END GOAL FREE VS. Only problem state held in WM All Goals & Sub goals held in WM Increases Germane Cognitive Load Increases Extraneous Cognitive Load ie Solve for X i.e. Calculate as many variables as you can Effective for Problem Solving/ Not learning Effective for Learning/Schema Creation

Goal-Free Effect Means-End Problem D 50° B 110° A G X E C F Sub-Goal: Angle DEA Sub-Goal: Angle DBG B 110° A G X E C F Solve for X Learners make a higher number of errors on the sub-goal stage, when more elements are in working memory, than in the goal stage.

Goal-Free Effect Goal Free Problem D 50° B 110° A G E C F Solve for as many angles as you can Since no sub-goals, only goals, the number of the elements simultaneously in WM is limited. Learners make less errors during goal-free problem solving due to the minimized element interactivity.

Examples of Goal Free Exercises Illuminations: http://illuminations.nctm.org/ActivitySearch.aspx Bobby Bear Turtle Pond Factor Game

Questions ?