Managing Cognitive Load during Document-Based Learning

Autor/in	Rouet, Jean-Francois
Titel	Managing Cognitive Load during Document-Based Learning
Quelle	In: Learning and Instruction, 19 (2009) 5, S.445-450 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0959-4752
DOI	10.1016/j.learninstruc.2009.02.007
Schlagwörter	Stellungnahme; Familiarity; Computer Assisted Instruction; Prior Learning; Learning Activities; Educational Environment; Learning Strategies; Hypermedia; Difficulty Level; Cognitive Processes; Student Characteristics; Epistemology; Instructional Design; Educational Technology + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Vorkenntnisse; Lernaktivität; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Schwierigkeitsgrad; Cognitive process; Kognitiver Prozess; Erkenntnistheorie; Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtsmedien
Abstract	Designers of interactive learning environments face the issue of managing the learner's cognitive load, reducing irrelevant sources while optimizing useful sources of load. I propose a conceptual framework aimed at organizing the contributions of the papers presented in this special issue. The framework identifies three main dimensions, namely individual, task and environment, which may have specific or combined effects on the amount and type of cognitive load experienced during learning activities. I summarize some of the findings presented in the special issue with respect to each of these dimensions. Then I discuss some limitations of the studies and some perspectives for further research in the domain. I emphasize the need to control learners' level of familiarity with the task setting and environment features, not just their prior knowledge of the content area, in order to obtain reliable assessments of cognitive load and learning outcomes. (Contains 1 figure and 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10