Cognitive Load Theory and Application in Teaching.pdf
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The document discusses Cognitive Load Theory (CLT) and its application in teaching. CLT is based on the science of learning and how the human cognitive system processes information. It posits that there are different types of cognitive load that affect learning. The Cognitive Theory of Multimedia Learning builds on CLT and provides principles for designing effective multimedia instruction. These theories inform a CLT-based lecture model that aims to reduce extraneous cognitive load and manage essential load. The author applies this model and finds it lowers extraneous load and increases intrinsic motivation and cognitive engagement compared to traditional lectures.
Cognitive Load Theory and Application in Teaching.pdf
- 1. Cognitive Load Theory and Application in Teaching Tanat Tabtieang MD FRCRT MHPE Department of Anatomy, Faculty of Medicine, Chulalongkorn University
- 2. Cognitive Load Theory (CLT) Science of Learning Cognitive Load Theory (CLT) Cognitive Theory of Multimedia Learning CLT-based Lecture Model My Experience
- 6. Schema
- 11. Intrinsic load Extrinsic load Germane load (Self perceiving learning) Extraneous load Cognitive load (Sweller, 1988, 1994) Intrinsic load
- 14. (Chong, 2005)
- 27. Assumptions Dual-channels principle Limited capacity principle Active processing principle (Mayer, 2001)
- 29. (Mayer, 2001)
- 33. Reducing extraneous processing 1 Signaling principle Signaling with added elements Signaling without added elements.
- 42. Major goals Reducing extraneous processing Coherence principle Signaling principle Redundancy principle Spatial contiguity principle Temporal contiguity principle 1 Managing essential processing Segmenting principle Pre-training principle Modality principle 2 Fostering generative processing Personalization principle Voice principle Embodiment principle 3
- 46. Prepare Provide learning outcome and a lecture outline Apply techniques for slide preparation Use information chunking Avoid extraneous elements Manage diagrams Use a physically integrated format
- 47. Initiate Conduct pre-lecture activities Explain the purpose Encourage focused attention Use forethought Provide reassurance Verbally highlight the learning outcomes and lecture outline
- 48. Deliver Conduct intra-lecture activities Revisit previously learned knowledge Use dual-mode presentation Provide examples Provide analogies Pause and ask Consider pace and intonation Avoid distracting verbal/non-verbal acts
- 49. End Summarize lectures Pose questions to trigger self-explanation Give short-answer quizzes Disclose expectations Provide references Offer consultations after class Seek feedback
- 50. My Experience
- 51. Objective To study the effect of applying the principles of Cognitive Load Theory to improve lecture-based teaching on the level of cognitive participation and intrinsic motivation, including the level of cognitive load of the learners.
- 52. Indicators Cognitive load (Tremblay et al., 2022) Intrinsic, extraneous 犢犖ム鍵 germane load Rating scale
- 53. Indicators Learners' Engagement and Motivation Questionnaire Cognitive engagement (Webster & Ho, 1997) Challenge, feedback, control, variety, 犢犖ム鍵 engagement
- 54. Indicators Learners' Engagement and Motivation Questionnaire Intrinsic motivation Intrinsic Motivation Inventory (IMI) by Edward L. Deci http://selfdeterminationtheory.org/ Interest/enjoyment, Effort/importance, Perceived choice 犢犖ム鍵 Value/usefulness
- 55. Cognitive load Cognitive load Mean (SD) Intrinsic load 5.54 (2.01) Extraneous load 2.18 (1.86) Self-perceived learning 8.16 (1.87)
- 57. Internal motivation Internal motivation Mean (SD) Interest/enjoyment 6.19 (0.96) Effort/importance 5.10 (1.58) Perceived choice 6.12 (1.27) Value/usefulness 6.41 (0.79) SUM 5.96 (1.29)
- 58. Cognitive engagement Cognitive engagament Mean (SD) Challenge 6.03 (1.04) Feedback 5.88 (1.08) Control 6.29 (0.90) Variety 5.97 (1.08) Attention focus 6.21 (0.98) Curiosity 5.91 (1.12) Intrinsic interest 6.20 (0.90) Overall 6.37 (0.88) SUM 6.09 (1.02)
- 60. Internal motivation Cognitive load On site (n=71) Online (n=21) p-value Cohen Effect size Intrinsic load 5.46 (1.61) 5.81 (1.91) 0.401 0.199 Extraneous load 1.98 (1.05) 2.89 (2.38) 0.013 0.499 Self-perceiving learning 8.14 (1.10) 8.22 (1.04) 0.759 0.077
- 61. Cognitive engagement Learners' Engagement and Motivation On site (n=71) Online (n=21) p-value Cohen Effect size Internal motivation 6.02 (0.59) 5.70 (0.56) 0.029 0.558 Cognitive engagement 6.09 (0.75) 6.09 (0.80) 0.982 0.005
- 62. Cognitive Load Theory (CLT) Science of Learning Cognitive Load Theory (CLT) Cognitive Theory of Multimedia Learning CLT-based Lecture Model My Experience
- 63. What have we learnt today?