1. Cognitive Load Theory: Goal Free Scenarios
Vinny Nasso
Jessica Strahl

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

3. 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

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

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

6. 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

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

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

9. 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

10. 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

11. 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.

12. 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.

13. Examples of Goal Free Exercises
Illuminations:
Bobby Bear
Turtle Pond
Factor Game

14. Questions ?