Optimising student cognitive load in computer education

ACM International Conference Proceeding Series

Volumn Part F129121, Issue , 2000, Pages 235-241

  Tuovinen, Juhani E ^a,b  

^a UNIVERSITY OF BALLARAT   (Australia)

^b MONASH UNIVERSITY   (Australia)

Author keywords

[No Author keywords available]

Indexed keywords

COMPUTATION THEORY; EDUCATION; PROBLEM SOLVING;

COGNITIVE LOAD THEORY; COGNITIVE LOADS; COGNITIVE PROCESSING; COMPUTER EDUCATION; EDUCATIONAL PLANNING; OPTIMAL SEQUENCE; PRIOR KNOWLEDGE; SPLIT ATTENTIONS;

STUDENTS;

EID: 85009129279     PISSN: None     EISSN: None     Source Type: Conference Proceeding    
DOI: 10.1145/359369.359404     Document Type: Conference Paper

References (40)

1. Atkinson, R. and Shiffrin, R. Human memory. A proposed system and its control processes, in The psychology of learning and motivation, K. Spence and J. Spence, Editors. (1968), Academic Press.
2. Ayers, P. Why goal-free problems can facilitate learning. Contemporary Educational Psychology, 18 (1993). 376-381.
3. Baddeley, A. The magical number seven: still magical after all these years? Psychological Review, 101 (1994). 353-356.
4. Carroll, JM. The Nurnberg Funnel. Designing minimalist instruction for practical and computer skill. (1990), The MIT Press.
5. Cerpa, N., Chandler, P., and Sweller, J. Some conditions under which integrated computer-based training software can facilitate learning. Journal of Educational Computing Research, 15 (1996). 345-367.
6. Chandler, P., et al. Applying cognitive psychology principles to education and training, in AARE98 Annual Conference. (1998). Adelaide: AARE.
7. Chandler, P. and Sweller, J. Cognitive load theory and the format of instruction. Cognition and Instruction, 8 (1991). 293-332.
8. Chandler, P. and Sweller, J. The split-attention effect as a factor in the design of instruction. British Journal of Psychology, 62 (1992). 233-246.
9. Chandler, P. and Sweller, J. Cognitive load while learning to use a computer program. Applied Cognitive Psychology, 10 (1996). 151-170.
10. Chase, W.G. and Simon, H.A. The mind's eye in chess, in Visual information processing, W.G. Chase, Editor. (1973), Academic Press: 215-281.
11. Chi, M.T.H., Glaser, R., and Rees, E. Expertise in problem solving, in Advances in the Psychology of Human Intelligence, R.J. Sternberg, Editor. (1982), Lawrence Erlbaum: 7-75.
12. Jelsma, O., van Merriënboer, JJ.G., and Bijlstra, J.P. the ADAPT design model: towards instructional control of transfer. Instructional Science, 19 (1990). B9-120.
13. Logie, R.H. The seven ages of working memory, in Working memory and human cognition, J.T.E. Richardson, et al., Editors. (1996), Oxford University Press: 31-65.
14. Miller, G.A. The magical number, seven, plus or minus two: some limits on our capacity for processing information. Psychological Review, 63 (1956). 81-97.
15. Mousavi, S., Low, R., and Sweller, J. Reducing cognitive load by mixing auditory and visual presentation modes. Journal of Educational Psychology, 87 (1995). 319-334.
16. Ollershaw, A., Aidman, E., and Kidd, G. Is an illustration always worth ten thousand words? Effects of prior knowledge, learning style and multimedia illustrations on text comprehension. International Journal of Instructional Media, 24 (1997). 227-238.
17. Paas, F.G.W.C. Training strategies for attaining transfer of problem-solving skill in statistics: a cognitive-load approach. Journal of Educational Psychology, 84 (1992). 429-434.
18. Paas, F.G.W.C. and Van Merriēnboer, JJ.G. Variability of worked examples and transfer of geometrical problem-solving skills: A cognitive-load approach. Journal of Educational Psychology, 86 (1994). 122-133.
19. Quilici, J.L. and Mayer, R.E. Role of examples in how students learn to categorize statistics word problems. Journal of Educational Psychology, 88 (1996). 144-161.
20. Schneider, W. and Shiffrin, R.M. Controlled and automatic human information processing: I. Detection, Search, and Attention. Psychological Review, 84 (1977). 1-66.
21. Shiffrin, R.M. and Schneider, W. Controlled and automatic human information processing: II. Perceptual learning, automatic attending, and a general theory. Psychological Review, 84 (1977). 127-190.
22. Simon, H.A. and Gilmartin, K. A simulation of memory for chess positions. Cognitive Psychology, 5 (1973). 29-46.
23. Stoltzfus, E.R., Hasher, L., and Zacks, R.T. Working memory and aging: current status of me inhibitory view, in Working memory and human cognition, T-E. Richardson, et at, Editors. (1996), Oxford University Press: 66-88.
24. Sweller, J. Instructional design in technical areas. (1999), ACER Press.
25. Sweller, J. and Chandler, P. Why some material is difficult to learn. Cognition and Instruction, 12 (1994). 185-233.
26. Sweller, J. and Cooper, G.A. The use of worked examples as a substitute for problem solving in learning algebra. Cognition and Instruction, 2 (1985). 59-89.
27. Sweller, J. and Levine, M. Effects of goal specificity on means-ends analysis and learning. Journal of Experimental Psychology: Learning, Memory and Cognition, 8 (1982). 463-74.
28. Sweller, J., van Merriënboer, JJ.G., and Paas, F.G.W.C. Cognitive architecture and instructional design. Educational Psychology Review, 10 (1998). 251-296.
29. Tanmizi, R. and Sweller, J. Guidance during mathematical problem solving. Journal of Experimental Psychology, 80 (1988). 424-436.
30. Tindall-Ford, S., Chandler, P., and Sweller, J. When two sensory modes are better than one. Journal of Experimental Psychology: Applied, 3 (1997). 257-287.
31. Tuovinen, J.E. The cognitive load of discovery learning, in School of Education Studies, Faculty of Arts. (1999), University of New South Wales: 549.
32. Tuovinen, J.E. Research framework and implications for online multimedia education practice based on cognition research, in Communications and networking in education: Learning in a networked society Conference. (1999). Aulanko, Hämeenlinna, Finland: IFTP.
33. Tuovinen, J.E. and Sweller, J. A comparison of cognitive load associated with discovery learning and worked examples. Journal of Educational Psychology, 91 (1999). 334-341.
34. Van Merrienboer, JJ.G. Strategies for programming instruction in high school: program completion vs. program generation. Journal of Educational Computing Research, 6 (1990). 265-285.
35. Van Merriënboer, JJ.G. Teaching introductory computer programming. A perspective from instructional technology. (1990), University of Twente.
36. Van Merrienboer, JJ.G. and De Croock, M.B.M. Strategies for computer-based programming instruction: program completion vs. program generation. Journal of Educational Computing Research, 8 (1992). 365-394.
37. Van Merriënboer, J.J.G., Krammer, H.P.M., and Maaswinkel, R.M. Automating the planning and construction of programming assignments for teaching introductory computer programming, in Automating instructional design, development, and delivery, R.D. Tennyson, Editor. (1994), Springer-Verlag: 6J-77.
38. Van Merriënboer, J.J.G. and Luuresma, JJ. Implementing instructional models in computer-based learning environments: a case study in problem selection, in Advanced educational technology: research issues and future potential, T.T. Liao, Editor. (1996), Springer-Verlag: 184-206.
39. Van Merrienboer, JJ.G. and Paas, F.G.W.C. Automatical and schema acquisition in learning elementary computer programming: implications for the design of practice. Computers in Human Behaviour, 6 (1990). 273-289.
40. Ward, M. and Sweller, J. Structuring effective worked examples. Cognition and Instruction, 7 (1990). 1-39.