Interactive distance education: A cognitive load perspective

Journal of Computing in Higher Education

Volumn 24, Issue 3, 2012, Pages 182-208

  Kalyuga, Slava ^a  

^a UNIVERSITY OF NEW SOUTH WALES   (Australia)

Author keywords

Cognitive load theory; Distance education; Human cognitive architecture; Instructional design; Interactive multimedia learning; Working memory

Indexed keywords

EID: 84873030017     PISSN: 10421726     EISSN: 18671233     Source Type: Journal    
DOI: 10.1007/s12528-012-9060-4     Document Type: Article

References (123)

1. Abrami, P. C., Bernard, R. M., Bures, E. M., Borokhovski, E., & Tamim, R. M. (2011). Interaction in distance and online learning: using evidence and theory to improve practice. Journal of Computing in Higher Education, 23, 82-103.
2. Amadieu, F., Tricot, A., & Mariné, C. (2009a). Prior knowledge in learning from a non-linear electronic document: Disorientation and coherence of the reading sequences. Computers in Human Behavior, 25, 381-388.
3. Amadieu, F., van Gog, T., Paas, F., Tricot, A., & Mariné, C. (2009b). Effects of prior knowledge and concept-map structure on disorientation, cognitive load, and learning. Learning and Instruction, 19, 376-386.
4. Atkinson, R. K. (2002). Optimizing learning from examples using animated pedagogical agents. Journal of Educational Psychology, 94, 416-427.
5. Atkinson, R. K., Mayer, R. E., & Merrill, M. M. (2005). Fostering social agency in multimedia learning: Examining the impact of an animated agent's voice. Contemporary Educational Psychology, 30, 117-139.
6. Atkinson, R. K., & Renkl, A. (2007). Interactive example-based learning environments: Using interactive elements to encourage effective processing of worked examples. Educational Psychology Review, 19, 375-386.
7. Ayres, P., & Sweller, J. (2005). The split-attention principle in multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 135-146). New York, NY: Cambridge University Press.
8. Azevedo, R., & Cromley, J. G. (2004). Does training on self-regulated learning facilitate students' learning with hypermedia? Journal of Educational Psychology, 96, 523-535.
9. Baddeley, A. D. (1986). Working memory. New York: Oxford University Press.
10. Bell, B. S., & Kozlowski, S. W. J. (2002). Adaptive guidance: Enhancing self-regulation, knowledge, and performance in technology-based training. Personnel Psychology, 55, 267-306.
11. Bétrancourt, M., & Bisseret, A. (1998). Integrating textual and pictorial information via pop-up windows: An experimental study. Behaviour & Information Technology, 17, 263-273.
12. Boucheix, J.-M., & Guignard, H. (2005). What animated illustrations conditions can improve technical document comprehension in young students? Format, signaling and control of the presentation. European Journal of Psychology of Education, 20, 369-388.
13. Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (1999). How people learn: Mind, brain, experience, and school. Washington, DC: National Academy Press.
14. Cerpa, N., Chandler, P., & Sweller, J. (1996). Some conditions under which integrated computer-based training software can facilitate learning. Journal of Educational Computing Research, 15, 345-367.
15. Chandler, P., & Sweller, J. (1991). Cognitive load theory and the format of instruction. Cognition and Instruction, 8, 293-332.
16. Chen, S. Y., Fan, J.-P., & Macredie, R. D. (2006). Navigation in hypermedia learning systems: Experts vs. novices. Computers in Human Behavior, 22, 251-266.
17. Chen, C., & Rada, R. (1996). Interacting with hypertext: A meta-analysis of experimental studies. Human-Computer Interaction, 11, 125-156.
18. Chung, J., & Reigeluth, C. M. (1992). Instructional prescriptions for learner control. Educational Technology, 32, 14-20.
19. Cierniak, G., Scheiter, K., & Gerjets, P. (2009). Explaining the split-attention effect: Is the reduction of extraneous cognitive load accompanied by an increase in germane cognitive load? Computers in Human Behavior, 25, 315-324.
20. Cooper, G., Tindall-Ford, S., Chandler, P., & Sweller, J. (2001). Learning by imagining. Journal of Experimental Psychology: Applied, 7, 68-82.
21. Corbalan, G., Kester, L., & van Merriënboer, J. J. G. (2006). Towards a personalized task selection model with shared instructional control. Instructional Science, 34, 399-422.
22. Cowan, N. (2001). The magical number 4 in short-term memory: A reconsideration of mental storage capacity. Behavioral and Brain Sciences, 24, 87-114.
23. Craig, S. D., Gholson, B., & Driscoll, D. M. (2002). Animated pedagogical agents in multimedia educational environments: Effects of agent properties, picture features and redundancy. Journal of Educational Psychology, 94, 428-434.
24. Crooks, S., White, D., Srinivasan, S., & Wang, Q. (2008). Temporal, but not spatial, contiguity effects while studying an interactive geographic map. Journal of Educational Multimedia and Hypermedia, 17, 145-169.
25. De Koning, B. B., Tabbers, H. K., Rikers, R. M. J. P., & Paas, F. (2007). Attention cueing as a means to enhance learning from an animation. Applied Cognitive Psychology, 21, 731-746.
26. Dillon, A., & Gabbard, R. (1998). Hypermedia as an educational technology: A review of the quantitative research literature on learner comprehension, control, and style. Review of Educational Research, 68, 322-349.
27. Erhel, S., & Jamet, E. (2006). Using pop-up windows to improve multimedia learning. Journal of Computer Assisted Learning, 22, 137-147.
28. Ericsson, K. A., & Kintsch, W. (1995). Long-term working memory. Psychological Review, 102, 211-245.
29. Federico, P.-A. (1980). Adaptive instruction: Trends and issues. In R. Snow, P.-A. Federico, & W. Montague (Eds.), Aptitude, learning, and instruction: Vol. 1, cognitive process analyses of aptitude (Vol. 1, pp. 1-26). Hillsdale, NJ: Erlbaum.
30. Federico, P.-A. (1999). Hypermedia environments and adaptive instruction. Computers in Human Behavior, 15, 653-692.
31. Florax, M., & Ploetzner, R. (2010). What contributes to the split-attention effect? The role of text segmentation, picture labelling, and spatial proximity. Learning and Instruction, 20, 216-224.
32. Gerjets, P., & Scheiter, K. (2007). Learner control in hypermedia environments. Educational Psychology Review, 19, 285-307.
33. Gerjets, P., Scheiter, K., Opfermann, M., Hesse, F. W., & Eysink, T. H. S. (2009). Learning with hypermedia: The influence of representational formats and different levels of learner control on performance and learning behavior. Computers in Human Behavior, 25, 360-370.
34. Gerjets, P., Scheiter, K., & Schuh, J. (2008). Information comparisons in example-based hypermedia environments: Supporting learners with processing prompts and an interactive comparison tool. Educational Technology Research and Development, 56, 73-92.
35. Ginns, P. (2006). Integrating information: A meta-analysis of the spatial contiguity and temporal contiguity effects. Learning and Instruction, 16, 511-525.
36. Hasler, B. S., Kersten, B., & Sweller, J. (2007). Learner control, cognitive load and instructional animation. Applied Cognitive Psychology, 21, 713-729.
37. Hegarty, M., Kriz, S., & Cate, C. (2003). The roles of mental animations and external animations in understanding mechanical systems. Cognition and Instruction, 21, 325-360.
38. Jeung, H., Chandler, P., & Sweller, J. (1997). The role of visual indicators in dual sensory mode instruction. Educational Psychology, 17, 329-343.
39. Kalyuga, S. (2006a). Assessment of learners' organized knowledge structures in adaptive learning environments. Applied Cognitive Psychology, 20, 333-342.
40. Kalyuga, S. (2006b). Rapid cognitive assessment of learners' knowledge structures. Learning and Instruction, 16, 1-11.
41. Kalyuga, S. (2007a). Enhancing instructional efficiency of interactive e-learning environments: A cognitive load perspective. Educational Psychology Review, 19, 387-399.
42. Kalyuga, S. (2007b). Expertise reversal effect and its implications for learner-tailored instruction. Educational Psychology Review, 19, 509-539.
43. Kalyuga, S. (2008). Relative effectiveness of animated and static diagrams: An effect of learner prior knowledge. Computers in Human Behavior, 23, 852-861.
44. Kalyuga, S. (2011). Cognitive load theory: How many types of load does it really need? Educational Psychology Review, 23, 1-19.
45. Kalyuga, S., Chandler, P., & Sweller, J. (1998). Levels of expertise and instructional design. Human Factors, 40, 1-17.
46. Kalyuga, S., Chandler, P., & Sweller, J. (1999). Managing split-attention and redundancy in multimedia instruction. Applied Cognitive Psychology, 13, 351-371.
47. Kalyuga, S., Chandler, P., & Sweller, J. (2000). Incorporating learner experience into the design of multimedia instruction. Journal of Educational Psychology, 92, 126-136.
48. Kalyuga, S., Chandler, P., & Sweller, J. (2001a). Learner experience and efficiency of instructional guidance. Educational Psychology, 21, 5-23.
49. Kalyuga, S., Chandler, P., & Sweller, J. (2004). When redundant on-screen text in multimedia technical instruction can interfere with learning. Human Factors, 46, 567-581.
50. Kalyuga, S., Chandler, P., Tuovinen, J., & Sweller, J. (2001b). When problem solving is superior to studying worked examples. Journal of Educational Psychology, 93, 579-588.
51. Kalyuga, S., & Plass, J. (2007). Managing cognitive load in instructional simulations. In M. B. Nunes & M. McPherson (Eds.), Proceedings of the IADIS international conference e-learning 2007 (Vol. 1, pp. 27-34). July 6-8, 2007, Lisbon, Portugal. International Association for Development of the Information Society (IADIS) Press.
52. Kester, L., Kirschner, P. A., van Merriënboer, J. J. G., & Baumer, A. (2001). Just-in-time information presentation and the acquisition of complex cognitive skills. Computers in Human Behavior, 17, 373-391.
53. Kirschner, F., Paas, F., & Kirschner, P. A. (2009). A cognitive load approach to collaborative learning: United brains for complex tasks. Educational Psychology Review, 21, 31-42.
54. Koedinger, K., & Aleven, V. (2007). Exploring the assistance dilemma in experiments with cognitive tutors. Educational Psychology Review, 19, 239-264.
55. Kotovsky, K., Hayes, J. R., & Simon, H. A. (1985). Why are some problems hard? Evidence from Tower of Hanoi. Cognitive Psychology, 17, 248-294.
56. Larkin, J. H., McDermott, J., Simon, D. P., & Simon, H. A. (1980). Models of competence in solving physics problems. Cognitive Science, 4, 317-345.
57. Leahy, W., & Sweller, J. (2011). Cognitive load theory, modality of presentation and the transient information effect. Applied Cognitive Psychology, 25(6), 943-951.
58. Lee, C. H., & Kalyuga, S. (2011a). Effectiveness of different pinyin presentation formats in learning Chinese characters: A cognitive load perspective. Language Learning, 61(4), 1-20.
59. Lee, C. H., & Kalyuga, S. (2011b). Effectiveness of on-screen pinyin in learning Chinese: An expertise reversal for multimedia redundancy effect. Computers in Human Behavior, 27, 11-15.
60. Lee, H., Plass, J. L., & Homer, B. D. (2006). Optimizing cognitive load for learning from computer-based science simulations. Journal of Educational Psychology, 98, 902-913.
61. Lin, B., & Hsieh, C. (2001). Web-based teaching and learner control: A research review. Computer & Education, 37, 377-386.
62. Locatis, C., Letourneau, G., & Banvard, R. (1989). Hypermedia and instruction. Educational Technology Research and Development, 37, 65-77.
63. Lowe, R. K. (2003). Animation and learning: Selective processing of information in dynamic graphics. Learning and Instruction, 13, 157-176.
64. Mautone, P. D., & Mayer, R. E. (2001). Signaling as a cognitive guide in multimedia learning. Journal of Educational Psychology, 93, 377-389.
65. Mayer, R. E. (2009). Multimedia learning (2nd ed.). New York, NY: Cambridge University Press.
66. Mayer, R. E., & Chandler, P. (2001). When learning is just a click away: Does simple user interaction foster deeper understanding of multimedia messages? Journal of Educational Psychology, 93, 390-397.
67. Mayer, R. E., DeLeeuw, K. E., & Ayres, P. (2007). Creating retroactive and proactive interference in multimedia learning. Applied Cognitive Psychology, 21, 795-809.
68. Mayer, R. E., Dow, G. T., & Mayer, S. (2003a). Multimedia learning in an interactive self-explaining environment: What works in the design of agent-based microworlds. Journal of Educational Psychology, 95, 806-812.
69. Mayer, R. E., Heiser, J., & Lonn, S. (2001). Cognitive constraints on multimedia learning: When presenting more material results in less understanding. Journal of Educational Psychology, 93, 187-198.
70. Mayer, R. E., & Johnson, C. I. (2008). Revising the redundancy principle in multimedia learning. Journal of Educational Psychology, 100, 380-386.
71. Mayer, R. E., Mathias, A., & Wetzell, K. (2002). Fostering understanding of multimedia messages through pre-training: Evidence for a two-stage theory of mental model construction. Journal of Experimental Psychology: Applied, 8, 147-154.
72. Mayer, R. E., & Moreno, R. (2002). Animation as an aid to multimedia learning. Educational Psychology Review, 14, 87-99.
73. Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38, 43-53.
74. Mayer, R. E., Moreno, R., Boire, M., & Vagge, S. (1999). Maximizing constructivist learning from multimedia communications by minimizing cognitive load. Journal of Educational Psychology, 91, 638-643.
75. Mayer, R. E., & Sims, V. K. (1994). For whom is a picture worth a thousand words? Extensions of a dual-coding theory of multimedia learning. Journal of Educational Psychology, 86, 389-401.
76. Mayer, R. E., Sobko, K., & Mautone, P. D. (2003b). Social cues in multimedia learning: Role of speaker's voice. Journal of Educational Psychology, 95, 419-425.
77. Merrill, D. (2002). First principles of instruction. Educational Technology Research and Development, 50, 43-59.
78. Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63, 81-97.
79. Moreno, R. (2007). Optimising learning from animations by minimising cognitive load: Cognitive and affective consequences of signalling and segmentation methods. Applied Cognitive Psychology, 21, 765-781.
80. Moreno, R., & Mayer, R. E. (1999). Cognitive principles of multimedia learning: The role of modality and contiguity. Journal of Educational Psychology, 91, 358-368.
81. Moreno, R., & Mayer, R. (2007). Interactive multimodal learning environments. Educational Psychology Review, 19, 309-326.
82. Moreno, R., Mayer, R. E., Spires, H. A., & Lester, J. C. (2001). The case for social agency in computer-based teaching: Do students learn more deeply when they interact with animated pedagogical agents? Cognition and Instruction, 19, 177-213.
83. Moreno, R., & Valdez, A. (2005). Cognitive load and learning effects of having students organize pictures and words in multimedia environments: The role of student interactivity and feedback. Educational Technology Research and Development, 53, 35-45.
84. Morrison, G. R., & Anglin, G. J. (2005). Research on cognitive load theory: Application to e-learning. Educational Technology Research and Development, 53(3), 94-104.
85. Morrison, G. R., Ross, S. M., O'Dell, J. K., & Schultz, C. W. (1988). Adapting text presentations to media attributes: Getting more out of less in CBI. Computers in Human Behavior, 4, 65-75.
86. Niemec, P., Sikorski, C., & Walberg, H. (1996). Learner-control effects: A review of reviews and a meta-analysis. Journal of Educational Computing Research, 15, 157-174.
87. Nückles, M., Hübner, S., Dümer, S., & Renkl, A. (2010). Expertise reversal effects in writing-to-learn. Instructional Science, 38, 237-258.
88. Paas, F., van Gerven, P. W. M., & Wouters, P. (2007). Instructional efficiency of animation: Effects of interactivity through mental reconstruction of static key frames. Applied Cognitive Psychology, 21, 783-793.
89. Penrose, R. (1999). The emperor's new mind: Concerning computers, minds and the laws of Physics. Oxford: Oxford University Press.
90. Plass, J. L., Homer, B. D., & Hayward, E. O. (2009). Design factors for educationally effective animations and simulations. Journal of Computing in Higher Education, 21, 31-61.
91. Pociask, F. D., & Morrison, G. R. (2008). Controlling split attention and redundancy in physical therapy instruction. Educational Technology Research and Development, 56(4), 379-399.
92. Pollock, E., Chandler, P., & Sweller, J. (2002). Assimilating complex information. Learning and Instruction, 12, 61-86.
93. Reisslein, J., Atkinson, R. K., Seeling, P., & Reisslein, M. (2006). Encountering the expertise reversal effect with a computer-based environment on electrical circuit analysis. Learning and Instruction, 16, 92-103.
94. Renkl, A. (1997). Learning from worked-out examples: A study on individual differences. Cognitive Science, 21, 1-29.
95. Renkl, A., & Atkinson, R. K. (2003). Structuring the transition from example study to problem solving in cognitive skills acquisition: A cognitive load perspective. Educational Psychologist, 38, 15-22.
96. Ross, S. M. (1984). Matching the lesson to the student: Alternative adaptive designs for individualized learning systems. Journal of Computer-Based Instruction, 11, 42-47.
97. Ross, S. M., Morrison, G. R., & O'Dell, J. K. (1989). Uses and effects of learner control of context and instructional support in computer-based instruction. Educational Technology Research and Development, 37, 29-39.
98. Ross, S. M., & Rakow, E. (1982). Adaptive instructional strategies for teaching rules in mathematics. Educational Communications and Technology Journal, 30, 67-74.
99. Samaras, H., Giouvanakis, T., Bousiou, D., & Tarabanis, K. (2006). Towards a new generation of multimedia learning research. AACE Journal, 14, 3-30.
100. Schwan, S., & Garsoffky, B. (2004). The cognitive representation of filmic event summaries. Applied Cognitive Psychology, 18, 37-55.
101. Schwan, S., & Riempp, R. (2004). The cognitive benefits of interactive videos: Learning to tie nautical knots. Learning and Instruction, 14, 293-305.
102. Shapiro, A. M. (1999). The relationship between prior knowledge and interactive overviews during hypermedia-aided learning. Journal of Educational Computing Research, 20, 143-167.
103. Spector, M. J., Christensen, D. L., Sioutine, A. V., & McCormack, D. (2001). Models and simulations for learning in complex domains: using causal loop diagrams for assessment and evaluation. Computers in Human Behavior, 17, 517-545.
104. Steinberg, E. R. (1989). Cognition and learner control: A literature review, 1977-1988. Journal of Computer-Based Instruction, 16, 117-121.
105. Stoyanov, S., & Kirshner, P. (2004). Expert concept mapping method for defining the characteristics of adaptive e-learning: ALFANET project case. Educational Technology Research and Development, 52, 41-56.
106. Sweller, J. (2003). Evolution of human cognitive architecture. In B. Ross (Ed.), The psychology of learning and motivation (Vol. 43, pp. 215-266). San Diego: Academic Press.
107. Sweller, J. (2008). Human cognitive architecture. In J. M. Spector, M. D. Merrill, J. J. G. van Merriënboer, & M. P. Driscoll (Eds.), Handbook of research on educational communications and technology (3rd ed., pp. 369-381). Hillsdale, NJ: Erlbaum.
108. Sweller, J. (2010). Element interactivity and intrinsic, extraneous, and germane cognitive load. Educational Psychology Review, 22, 123-138.
109. Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory. New York: Springer.
110. Sweller, J., van Merriënboer, J. J. G., & Paas, F. G. W. C. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10, 251-296.
111. Tabbers, H., Martens, R., & van Merriënboer, J. J. G. (2004). Multimedia instructions and cognitive load theory: Effects of modality and cueing. British Journal of Educational Psychology, 74, 71-81.
112. Tennyson, R. (1975). Adaptive instructional models for concept acquisition. Educational Technology, 15, 7-15.
113. Tennyson, R. D. (1980). Instructional control strategies and content structure as design variables in concept acquisition using computer-based instruction. Journal of Educational Psychology, 72, 525-532.
114. Tennyson, R. D., & Buttrey, T. (1980). Advisement and management strategies as design variables in computer-assisted instruction. Educational Communication and Technology Journal, 28, 169-176.
115. Tennyson, R. D., & Rothen, W. (1979). Management of computer-based instruction: Design of an adaptive control strategy. Journal of Computer-Based Instruction, 5, 126-134.
116. Tergan, S. (1997). Multiple views, contexts, and symbol systems in learning with hypertext/hypermedia: a critical review of research. Educational Technology. July-August, 5-18.
117. van Gog, T., Paas, F., & van Merriënboer, J. J. G. (2008). Effects of studying sequences of process-oriented and product-oriented worked examples on troubleshooting transfer efficiency. Learning and Instruction, 18, 211-222.
118. van Merriënboer, J. J. G. (1990). Strategies for programming instruction in high school: Program completion vs. program generation. Journal of Educational Computing Research, 6, 265-287.
119. van Merrienboer, J. J. G., Kirschner, P. A., & Kester, L. (2003). Taking the load off a learner's mind: Instructional design principles for complex learning. Educational Psychologist, 38, 5-13.
120. van Merriënboer, J. J. G., & Sweller, J. (2005). Cognitive load theory and complex learning: Recent developments and future directions. Educational Psychology Review, 17, 147-177.
121. Weiss, R., Knowlton, D., & Morrison, G. R. (2002). Principles for using animation in computer-based instruction: A theoretically based heuristic for effective design. Computers in Human Behavior, 18, 465-477.
122. Williams, M. D. (1996). Learner-control and instructional technologies. In D. H. Jonassen (Ed.), Handbook of research for educational communications and technology (pp. 957-983). New York: MacMillan.
123. Zacks, J. M., & Tversky, B. (2001). Event structure in perception and conception. Psychological Bulletin, 127, 3-21.