Téléchargez le livre : Rethinking Cognitive Load Theory
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Description
Cognitive load theory (CLT) considers instructional implications of characteristics of human cognition, such as processing limitations of working memory and the size and organization of the learner's knowledge base in long-term memory. CLT traditionally described how the limited capacity of working memory may cause cognitive overload and inhibit learning. Rethinking Cognitive Load Theory reflects on recent developments of this theory and proposes some essential modifications to improve its effectiveness in designing modern, technology-based, complex learning environments. The book describes a way of reconceptualizing the theory so that it can better account for the multifaceted nature of learner cognition that has emerged in recent research. It considers complex learning tasks as involving various goals of learner activities that need combining cognitive, motivational, and affective perspectives. The book starts with a review of basic tenets of the current understanding of CLT, including major components of human cognitive architecture, their characteristics and effects on cognitive load. It summarizes the modifications that have been made to CLT to date, including redefining types of cognitive load and applying an evolutionary approach. The criticisms of the theory that have been expressed over the years are reviewed and possible modifications to CLT that could enhance its usability are explored. The book considers existing instructional theories (e.g., problem-first, productive failure or invention learning) as evidence for the goal-driven approach, and offers examples of specific learning tasks and related motivational and affective goals of learner activities to illustrate the goal-driven approach to CLT using simulation- and game-based learning environments. Finally, the book provides theoretical and practical implications of the proposed new approach. This reframing of CLT is expected to result in a more learner-cantered framework in accordance with recent trends in instructional science and educational technology.
Pages
144 pages
Collection
n.c
Parution
2025-09-05
Marque
Oxford University Press
EAN papier
9780190078508
EAN PDF
9780190078515
Informations sur l'ebook
Nombre pages copiables
0
Nombre pages imprimables
0
Taille du fichier
2877 Ko
Ce livre est accessible aux handicaps Voir les informations sur l'accessibilité
Prix
64,28 €
EAN EPUB
9780190078522
Informations sur l'ebook
Nombre pages copiables
0
Nombre pages imprimables
0
Taille du fichier
1157 Ko
Ce livre est accessible aux handicaps Voir les informations sur l'accessibilité
Prix
64,28 €
Slava Kalyuga is Emeritus Professor of Educational Psychology at the School of Education, the University of New South Wales. His research interests are in cognitive processes in learning, cognitive load theory, and evidence-based instructional design principles. Jan L. Plass is Professor and Paulette Goddard Chair in Digital Media and Learning Sciences at New York University and directs the CREATE research center. He draws from cognitive science, learning sciences, and design to envision, design, and study the future of learning.

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