1. 1 Why Some Material is Difficult to Learn John Sweller and Paul Chandler, Cognition and Instruction 1994.

2. 2 Balancing effective learning & cognitive load Effectiv e learning Intrinsic load Extraneous load Effectiv e learnin g Intrinsic load Extraneous load Schema Acquisition and Automation

3. 3 Balancing effective learning & cognitive load Effectiv e learning Intrinsic load Extraneous load Effectiv e learning Intrinsic load Extraneous load Schema Acquisition and Automation

4. 4 Example 1: Abstraction of one learner ’ s cognitive load processing Learner1 Start State Schema Automation Low element interactivity

5. 5 Example 1: Abstraction of one learner ’ s cognitive load processing Learner1 Start State Practice …

6. 6 Example 1: Abstraction of one learner ’ s cognitive load processing Learner1 End State Automated Schema

7. 7 Example 1: Abstraction of one learner ’ s cognitive load processing Learner1 End State Automated Schema Element interactivity irrelevant

8. 8 Example 2: Abstraction of one learner ’ s cognitive load processing Learner2 Start State Schema Automation High element interactivity

9. 9 Example 2: Abstraction of one learner ’ s cognitive load processing Schema Automation Low element interactivity Learner2 Intermediate State

10. 10 Example 2: Abstraction of one learner ’ s cognitive load processing Schema Automation Low element interactivity Practice… Learner2 Intermediate State

11. 11 Example 2: Abstraction of one learner ’ s cognitive load processing Learner2 End State Automated Schema

12. 12 Learners ’ cognitive loads have different start states Learner1 Start State Learner2 Start State

13. 13 Learners ’ cognitive loads have same end states Learner1 End State Learner2 End State Automated Schema

14. 14 Large cognitive load Means “ multiple interacting elements ” Difficulty = number of elements + degree of interactivity

15. 15 Large cognitive load Means “ multiple interacting elements ” Difficulty = number of elements + degree of interactivity “ …the task is difficult not because it is difficult to assimilate each element but because a huge number of elements must be assimilated. ” (p. 188, Sweller & Chandler)

16. 16 “ multiple interacting elements ” (??) Elements Schema No useful distinction –An element is a schema is an element is a schema …. In particular, –Elements Lower order schema

17. 17 “ multiple interacting elements ” (??) Elements Schema No useful distinction –An element is a schema is an element is a schema …. In particular, –Elements Lower order schema Recursive definition (!) –When does the madness end? Base case? –When an automated process is reached Stack overflow? –Working memory exhausted

18. 18 Split-Attention Effect Requires learner to split their attention among and mentally integrate multiple sources of information Causes learner to associate redundant elements (text) with essential diagram and increases element interactivity Redundancy Effect

19. 19 Split-Attention Effect Requires learner to split their attention among and mentally integrate multiple sources of information Segments of information unintelligible until physically or mentally integrated Causes learner to associate redundant elements (text) with essential diagram and increases element interactivity Segments of information that can be understood in isolation Redundancy Effect

20. 20 Split-Attention Effect Requires learner to split their attention among and mentally integrate multiple sources of information Segments of information unintelligible until physically or mentally integrated Extraneous cognitive load matters Causes learner to associate redundant elements (text) with essential diagram and increases element interactivity Segments of information that can be understood in isolation Extraneous cognitive load matters Redundancy Effect

21. 21 Experiment One of Four Compared CAD/CAM systems conventional-manual-plus- computer group with modified-manual-only –Twenty first-year trade apprentices (gender not specified) –Small test booklet and hardware & software for practical tests Demonstrated split-attention effect using materials with high degree of interaction between individual elements –“ modified-manual-only ” operationalized by ” …wherever the conventional manual required learners to look at the screen or keyboard, the modified-manual had illustrations integrated with the text. ” (p. 196)

22. 22 Experiment Two of Four Now, three groups: CAD/CAM systems conventional- manual-plus-computer group, modified-manual-only group, and modified manual interacting with computer –Thirty year 7 (?) high school students –Small test booklet+ equipment and hardware & software for practical tests On low element interactive tasks, there was no difference between groups (as hypothesized). Significant differences existed between modified-manual-only group and other two groups demonstrate redundancy effect –Caution: Data questionable

23. 23 Experiment Three of Four Same three groups from Experiment Two but with different presentation formats –Same (?) thirty year 7 (?) high school students –Similar small test booklet+ equipment and hardware & software for practical tests As expected, no difference between groups performing low element interactive tasks –Word processing tasks could be learned in isolation and thus any extraneous cognitive load imposed by computer not an important factor

24. 24 Experiment Four of Four Same three groups from previous experiment –Thirty first-year trade apprentices No prior experience testing an electrical appliance –Similar small test booklet+ equipment and hardware & software for practical tests Both split-attention and redundancy effects demonstrated: –Modified-manual reduced extraneous cognitive load for high element interactive tasks –On low element interactive tasks, no difference in performance occurred (supporting redundancy effect (?how?)) –Results seemed to generalize to non-computer-based tasks

25. 25 Split- attention effect Redundancy effect Intrinsic load Extraneous load High element interactive tasks Experiment One Experiment Four highNegative effects Low element interactive tasks Experiment Two Experiment Three lowNo effect