A cognitive load approach to metaphorical interface design: Reconsidering theoretical frameworks

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Cheon, J. & Grant, M. (2008). A cognitive load approach to metaphorical interface design: Reconsidering theoretical frameworks. In K. McFerrin et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2008 (pp. 1054-1059). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/27321.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2008
Las Vegas, Nevada, USA
March 3, 2008
ISBN 1-880094-64-9
  Karen McFerrin, Roberta Weber, Roger Carlsen & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Authors

Jongpil Cheon, Michael Grant, The University of Memphis, USA

Abstract

This paper presents theoretical foundations to investigate in what ways a metaphorical interface in Web-based instruction affects learning in terms of cognitive load. The previous study by the authors revealed there were no significant differences among three interface types. To ground a follow-up study, new theoretical frameworks of metaphorical interface and cognitive load are presented followed by implications for the future study. This paper explores systematic uses of a metaphorical interface and relationships between the functions of metaphorical interfaces and cognitive load types. In addition, the implications for the future study are proposed.

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