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Cognitive Load Theory: Goal Free Scenarios

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

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Cognitive Load Theory: Goal Free Scenarios

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

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

  6. Cognitive Load TheoryTypes 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. Learning Vocabulary Learning Grammar Cognitive Load TheoryTypes of Cognitive Load Intrinsic Cognitive Load Intrinsic Cognitive Load Low Element Interactivity High Element Interactivity Element Interactivity

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

  11. Goal-Free Effect Means-End Problem D 50° 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: http://illuminations.nctm.org/ActivitySearch.aspx Bobby Bear Turtle Pond Factor Game

  14. Questions ?

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