To view the full text of this article...

Subscribe for faster access!

Subscribe for only $19/month (or $150/year) and receive immediate access to 20,000+ documents/media files.

Purchase individual articles and papers

Purchase fulltext access to individual articles and papers for $9.95 USD each. You can purchase as a guest or save your information for faster access later.

Using computer-based tools to self manage cognitive load

New Search

Print Abstract

E-mail Abstract

Full Text

Save to My Collections

Export Citation

Agostinho, S., Tindall-Ford, S. & Roodenrys, K. (2011). Using computer-based tools to self manage cognitive load. In T. Bastiaens & M. Ebner (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2011 (pp. 3374-3378). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/38341.

• Share:
• 
• 
• 
• 
• 
• 
• 

Conference Information

World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2011
Lisbon, Portugal
June 27, 2011
ISBN 1-880094-85-X
  Theo Bastiaens & Martin Ebner
AACE

More Information on EDMEDIA
Table of Contents

Authors

Shirley Agostinho, Sharon Tindall-Ford, Kylie Roodenrys, University of Wollongong, Australia

Abstract

This paper presents a work-in-progress exploring how learners can manage their own cognitive load through the use of computer-based tools. Cognitive load refers to the amount of mental processing undertaken in working memory by a learner. Cognitive Load Theory (CLT) has identified evidence-based design principles that inform the development of instructional materials to support the efficient use of working memory. Much of the CLT research has focused on how to present learners with optimally designed learning materials. There has been little research that has examined how learners can implement CLT design principles to manage their own cognitive load when exposed to non-compliant CLT instructional materials. This work builds on a current PhD study that investigated how university students can self-manage their cognitive load when exposed to print-based non-compliant CLT instructional materials. This study investigates how students can use computer-based tools to manipulate instructional materials and reduce cognitive load.

Also Read

• From Assembly Language to Machine Code Execution: Teaching and Understanding the Semantic Gap
• TOK - Developing a Tangible Platform for Storytelling
• Validating a Technology Enhanced Student-Centered Learning Model
• Investigating the Predicting Variables of the Learning Outcomes when using Digital Textbooks
• COLLIE – Towards a Collaborative Language Learning and Instruction Environment
• An approach for e-learning/b-learning dissemination in a higher education institution using pivot faculty
• Systematic Development of an E-learning Module for Teaching Writing
• Shared Assessment: a Strategy for Managing Multidisciplinary Projects
• Making Web Enhanced Learning Accessible for All Students
• New Approaches to Learning

Tags