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Split Attention Effect
The split-attention effect is a learning effect inherent within some poorly designed instructional materials. It is apparent when the same modality (e.g. visual) is used for various types of information within the same display. Users must split their attention between the materials, for example, an image and text, to understand the information being conveyed. The split-attention effect can occur physically through visual and auditory splits and temporally when time distances two pieces of information that should be connected. A visual example of split attention Consider the graphic below from Tarmizi and Sweller. They used these graphics to compare the learning that takes place given split attention conditions. Each is a possibility of how one might arrange graphical material within a lesson. Ward and Sweller advise instructional designers to be careful when they direct a learner's attention. In several studies and experiments, Sweller and his associates found that learners had diff ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] [Amazon] |
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Cognitive Load
In cognitive psychology, cognitive load is the effort being used in the working memory. According to work conducted in the field of instructional design and pedagogy, broadly, there are three types of cognitive load: * ''Intrinsic'' cognitive load is the effort associated with a specific topic. * ''Germane cognitive load refers to the work put into creating a permanent store of knowledge (a schema).'' * ''Extraneous'' cognitive load refers to the way information or tasks are presented to a learner. However, over the years, the additivity of these types of cognitive load has been investigated and questioned. Now it is believed that they circularly influence each other. Cognitive load theory was developed in the late 1980s out of a study of problem solving by John Sweller. Sweller argued that instructional design can be used to reduce cognitive load in learners. Much later, other researchers developed a way to measure perceived mental effort which is indicative of cognitive load. ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] [Amazon] |
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Split Attention2
Split(s) or The Split may refer to: Places * Split, Croatia, the largest coastal city in Croatia * Split Island, Canada, an island in the Hudson Bay * Split Island, Falkland Islands * Split Island, Fiji, better known as Hạfliua Arts, entertainment, and media Films * ''Split'' (1989 film), a science fiction film * ''Split'' (2016 American film), a psychological horror thriller film * ''Split'' (2016 Canadian film), also known as ''Écartée'', a Canadian drama film directed by Lawrence Côté-Collins * ''Split'' (2016 South Korean film), a sports drama film * '' Split: A Divided America'', a 2008 documentary on American politics * ''The Split'' (film), a 1968 heist film * ''The Split'', or ''The Manster'', a U.S.-Japanese horror film Games * Split (poker), the division of winnings in the card game * Split (blackjack), a possible player decision in the card game Music Albums * ''Split'' (The Groundhogs album), 1971 * ''Split'' (Lush album), 1994 * ''Split'' (Patricia B ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] [Amazon] |
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Extraneous Cognitive Load
In cognitive psychology, cognitive load is the effort being used in the working memory. According to work conducted in the field of instructional design and pedagogy, broadly, there are three types of cognitive load: * ''Intrinsic'' cognitive load is the effort associated with a specific topic. * ''Germane cognitive load refers to the work put into creating a permanent store of knowledge (a schema).'' * ''Extraneous'' cognitive load refers to the way information or tasks are presented to a learner. However, over the years, the additivity of these types of cognitive load has been investigated and questioned. Now it is believed that they circularly influence each other. Cognitive load theory was developed in the late 1980s out of a study of problem solving by John Sweller. Sweller argued that instructional design can be used to reduce cognitive load in learners. Much later, other researchers developed a way to measure perceived mental effort which is indicative of cognitive load. ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] [Amazon] |
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Chunking (psychology)
In cognitive psychology, chunking is a process by which small individual pieces of a set of information are bound together to create a meaningful whole later on in memory. The chunks, by which the information is grouped, are meant to improve short-term retention of the material, thus bypassing the limited capacity of working memory and allowing the working memory to be more efficient. A chunk is a collection of basic units that are strongly associated with one another, and have been grouped together and stored in a person's memory. These chunks can be retrieved easily due to their coherent grouping. It is believed that individuals create higher-order cognitive representations of the items within the chunk. The items are more easily remembered as a group than as the individual items themselves. These chunks can be highly subjective because they rely on an individual's perceptions and past experiences, which are linked to the information set. The size of the chunks generally ranges ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] [Amazon] |
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Contiguity (psychology)
In cognitive science, association by contiguity is the principle that ideas, memories, and experiences are linked when one is frequently experienced with the other. For example, if one constantly sees a knife and a fork together they become linked (associated). The more these two items (stimuli) are perceived together the stronger the link between them. When one of the memories becomes activated later on, the linked (contiguously associated) memory becomes temporarily more activated and thus easier to be called into working memory. This process is called '' priming,'' and the initial memory that primed the other is called the '' retrieval cue.'' Association by contiguity is the root of association by similarity. Association by similarity is the idea that one memory primes another through their common property or properties. Thus, an apple may prime a memory of a rose through the common property of red. These two become associated even though one may have never experienced an apple an ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] [Amazon] |
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Cognitive Load
In cognitive psychology, cognitive load is the effort being used in the working memory. According to work conducted in the field of instructional design and pedagogy, broadly, there are three types of cognitive load: * ''Intrinsic'' cognitive load is the effort associated with a specific topic. * ''Germane cognitive load refers to the work put into creating a permanent store of knowledge (a schema).'' * ''Extraneous'' cognitive load refers to the way information or tasks are presented to a learner. However, over the years, the additivity of these types of cognitive load has been investigated and questioned. Now it is believed that they circularly influence each other. Cognitive load theory was developed in the late 1980s out of a study of problem solving by John Sweller. Sweller argued that instructional design can be used to reduce cognitive load in learners. Much later, other researchers developed a way to measure perceived mental effort which is indicative of cognitive load. ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] [Amazon] |
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Multimedia Learning
E-learning theory describes the cognitive science principles of effective multimedia learning using electronic educational technology. Applications of Multimedia Principles in Digital Learning In recent applications, digital learning platforms have leveraged multimedia instructional design principles to facilitate effective online learning. A prime example includes e-learning platforms that offer users a balanced combination of visual and textual content, segmenting information and enabling user-paced learning. This approach is particularly advantageous in virtual learning environments (VLEs), where well-designed multimedia tools can replicate or even enhance traditional classroom dynamics by incorporating interactive elements, such as quizzes and visual aids, to manage cognitive load and reinforce learning. Further research continues to explore the optimal integration of these principles across diverse e-learning contexts to ensure accessibility and engagement for learners of ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] [Amazon] |
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Worked-example Effect
The worked-example effect is a learning effect predicted by cognitive load theory. Specifically, it refers to improved learning observed when worked examples are used as part of instruction, compared to other instructional techniques such as problem-solving and discovery learning. According to Sweller: "The worked example effect is the best known and most widely studied of the cognitive load effects". Worked examples improve learning by reducing cognitive load during skill acquisition, and "is one of the earliest and probably the best known cognitive load reducing technique". In particular, worked examples provide instructions to reduce extraneous cognitive load and increase germane cognitive load for the learner initially when few schemas are available. Intrinsic cognitive load is a third type of cognitive load that provides a base load that is irreducible. Extraneous load is reduced by scaffolding of worked examples at the beginning of skill acquisition. Finally, worked exa ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] [Amazon] |
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Expertise Reversal Effect
The expertise reversal effect refers to the reversal of the effectiveness of instructional techniques on learners with differing levels of prior knowledge.Kalyuga, S. (2007). Expertise reversal effect and its implications for learner-tailored instruction. ''Educational Psychology Review'', 19, 509–539.Kalyuga, S., Rikers, R., Pass, F. (2012). Educational implications of expertise reversal effect in learning and performance of complex cognitive and sensorimotor skills. Educational Psychology Review, 24, 313-337. The primary recommendation that stems from the expertise reversal effect is that instructional design methods need to be adjusted as learners acquire more knowledge in a specific domain. Expertise is described as "the ability to perform fluently in a specific class of tasks." Instructional techniques that assist learners to create long term memory schema (psychology), schema are more effective for novices or low-knowledge individuals, who approach a learning situation or ta ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] [Amazon] |
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Educational Technology
Educational technology (commonly abbreviated as edutech, or edtech) is the combined use of computer hardware, software, and educational theory and practice to facilitate learning and teaching. When referred to with its abbreviation, "EdTech", it often refers to the industry of companies that create educational technology. In ''EdTech Inc.: Selling, Automating and Globalizing Higher Education in the Digital Age'', Tanner Mirrlees and Shahid Alvi (2019) argue "EdTech is no exception to industry ownership and market rules" and "define the EdTech industries as all the privately owned companies currently involved in the financing, production and distribution of commercial hardware, software, cultural goods, services and platforms for the educational market with the goal of turning a profit. Many of these companies are US-based and rapidly expanding into educational markets across North America, and increasingly growing all over the world." In addition to the practical educational ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] [Amazon] |