https://youtu.be/0kQeHN81go4 The example effect replaces traditional problems with solved examples that must be studied carefully。 The working example effect is the most famous and widely studied cognitive load effect.The relative emphasis on this effect in the field is justified.The examples of work not only provide us with an effective teaching program that contradicts certain movements … Continue reading Example Effect Reduce Cognitive Load →

The study of memory, imagination and empathy is largely isolated.Thus, our empathic tendency to care for and help others is thought to be independent of our ability to remember and imagine events.Despite this theoretical autonomy, research from psychology and neuroscience suggests that these cognitive abilities may be related(Gaesser, 2013). https://youtu.be/sQb95itdoCM Children's use of imagination in … Continue reading imagination effect reduce cognitive load →

This type of cognitive load is associated only with searching and organizing information, which should occupy the least amount of working memory.Instructional designers should use multimedia and other cognition-oriented designs to reduce the external cognitive burden.2. The non-essential condition of learning cognitive load is related to the transfer of cognitive resources in activities unrelated to … Continue reading Extraneous Cognitive Load →

Intrinsic cognitive load can be reduced by breaking down the subject content, sequencing the delivery so that sub-tasks are taught individually before being explained together as a whole. The idea is to not overwhelm a student too early on in the introduction of new work.  Ayres tested the effectiveness of teaching strategies to reduce cognitive load by reducing task complexity … Continue reading Reducing Intrinsic cognitive load →

Cognitive Load Theory identifies three different forms of cognitive load:  1.Intrinsic cognitive load: the inherent difficulty of the material itself, which can be influenced by prior knowledge of the topic.This refers to the inherent complexity of the learning material.According to Sweller, in 2010, it "can only be changed by changing the nature of the knowledge learned or by changing the behavior of the learning … Continue reading The definition of Cognitive Load Theory →