Cognitive Load Theory and the Role of Learner Experience: An Abbreviated Review for Educational Practitioners

New Search

Print Abstract

E-mail Abstract

Full Text

Save to My Collections

Export Citation

Artino, A.R.,.J. (2008). Cognitive Load Theory and the Role of Learner Experience: An Abbreviated Review for Educational Practitioners. AACE Journal, 16(4), 425-439. Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/25229.

Journal Information

AACE Journal
ISSN 1065-6901
Volume 16, Issue 4, October 2008
Association for the Advancement of Computing in Education (AACE)  Chesapeake, VA

More Information on AACEJ

Author

Anthony R., Jr. Artino, University of Connecticut, USA

Abstract

The purpose of this review is to provide educational practitioners with a brief overview of cognitive load theory (CLT) and its major implications for learning. To achieve this objective, the article includes a short description of human cognitive architecture as conceived by cognitive load theorists. Following this overview, the article provides a description of what makes CLT different from other cognitive theories. Included in this section is a summary of the predictions about learning and novel instructional designs that CLT has produced. Next, the article presents a discussion of learner experience and how different levels of prior knowledge can interact with various instructional methods to differentially influence learning outcomes. Finally, the review ends with a discussion of various instructional methods that may be problematic when considered from a CLT perspective. With an understanding of CLT and its instructional implications, educational practitioners will be in better position to design and develop instructional materials that align with human cognitive architecture. Ultimately, instructional materials that utilize CLT guidelines have the potential to enhance learning effectiveness and efficiency for students in a multitude of education and training contexts.

Keywords

• Training
• Students
• Cognition
• Educational Technology
• Instructional Design
• Instructional Materials
• Learning Outcomes
• Multimedia

Also Read

• Audio Use in E-Learning: What, Why, When, and How?
• Learning in Technology: Reconceptualizing Immersive Environments
• Online Learning and Quality Assurance
• Technology, Transfer and Teaching: The Impact of a Single Technology Course on Preservice Teachers’ Computer Attitudes and Ability
• A Study of Educational Simulations Part II – Interface Design
• Teachers’ Sense-Making Strategies While Watching Video of Mathematics Instruction
• Usage Analysis in Learning Systems
• Research Highlights in Technology and Teacher Education 2009
• The Practitioner’s Model: Designing a Professional Development Program for Online Teaching
• Elements of Problem-Based Learning: Suggestions for Implementation in the Asynchronous Environment

Tags