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Learning Engineering Applies the Learning Sciences
Published in Jim Goodell, Janet Kolodner, Learning Engineering Toolkit, 2023
Jim Goodell, Janet Kolodner, Aaron Kessler
Working memory—where new learning starts—has limited capacity and requires greater mental effort. Cognitive load is the effort used in working memory. In some cases, a heavy cognitive load can impede learning. Cognitive load theory suggests that learning experiences should be designed so that they don’t overload working memory.
Simulated Practice
Published in Christopher M. Hayre, William A. S. Cox, General Radiography, 2020
Figure 11.1 indicates complexity of a scenario may increase according to level of learning. Cognitive load theory aims to develop instructional design based around reducing load on a person’s working memory. Too much load on working memory reduces the brains ability to transform knowledge into long-term memory. There are three types of cognitive load: intrinsic which is the complexity of the information needed to be processed; extraneous load is information that is not linked to the learning task but uses working memory and is therefore a distraction; lastly, germane load that is mental effort that supports the development of schema in the long-term memory. Schema are describing a pattern of thought or behavior that organizes categories of information and the relationship among them. Individuals use schemata to help understand rapidly changing environments by influencing their attention and absorption of new knowledge. This builds new frameworks to support future learning.
A review of school-based studies on the effect of acute physical activity on cognitive function in children and young people
Published in Romain Meeusen, Sabine Schaefer, Phillip Tomporowski, Richard Bailey, Physical Activity and Educational Achievement, 2017
Andy Daly-Smith, Jim McKenna, Greta Defeyter, Andrew Manley
In recent years, researchers have developed interventions to assess the impact of cognitively enhanced physical activity on cognition (Budde, Voelcker-Rehage, Pietrabyk-Kendziorra, Ribeiro, & Tidow, 2008; Jäger et al., 2015; Schmidt et al., 2015). Termed ‘qualitative exercise’ (Pesce, 2012), this involves physical activities that also impose cognitive demands on individuals. Cognitive load is achieved through a range of modes. Recent studies by Jäger and colleagues (2014, 2015) used cognitively enhanced games focused on activating one or more executive processes. Alternatively, Gallotta et al. (2015) used activities which combined gross motor, manipulative control and perceptual motor adaptation abilities.
Pilot RCT examining feasibility and disability outcomes of a mobile health platform for strategy training in inpatient stroke rehabilitation (iADAPT)
Published in Topics in Stroke Rehabilitation, 2023
Jessica Kersey, Emily Kringle, I Made Agus Setiawan, Bambang Parmanto, Elizabeth R. Skidmore
While these feasibility metrics are promising, we encountered difficulties with retention. There were high rates of attrition in both groups. More participants withdrew from the mobile health group during in-person intervention and more participants withdrew from the workbook group during remote intervention. It is possible that the mobile health application may be more difficult to learn initially, but once mastered, may facilitate better engagement in ongoing care. It is possible that the higher rate of withdrawal from the mobile health group during in-person intervention may have been due to difficulty learning to use the mobile health application while simultaneously learning a new strategy. Learning both the application and the strategy at the same time, while also completing a rigorous inpatient rehabilitation program, may have resulted in a higher cognitive load, leading to higher rates of withdrawal. Other studies have suggested that cognitive load is an important feature of usability of mobile health technologies.24,25 It is unclear from the current study whether the intervention supported or complicated the process of learning to use the application. Future work should explore which participants experience greater difficulty learning to use the application.
Utility of a multimodal computer-based assessment format for assessment with a higher degree of reliability and validity
Published in Medical Teacher, 2023
Johan Renes, Cees P.M. van der Vleuten, Carlos F. Collares
CBA offers several assessment benefits including (i) efficiency, (ii) immediate scoring combined with instant feedback, (iii) easily obtained feedback to evaluate course designs, and (iv) the inclusion of innovative and authentic assessments due to more technological capacities (Cantillon et al. 2004; Nguyen et al. 2017). These advantages, together with the extended possibilities for alternative item constructs, offer an additional format of assessment. Still, emerging questions related to the implementation of CBA are the issues of validity and reliability of different CBA formats. Due to the nature of possible test items CBA allows a higher order of cognitive skill testing. However, it is still unclear whether test-takers experience this higher cognitive testing level with different CBA formats. According to the cognitive load theory, the working memory can only process a limited amount of information elements in a given time (Young et al. 2014). So, a comparison between different CBA formats concerning experienced cognitive load is required to determine the cognitive skill testing capacity of each CBA format. Care should be taken not to exceed the cognitive load of test-takers (Young et al. 2014) by specific CBA formats.
An outcome-based educational intervention to improve nursing students’ knowledge and competencies in oncology nursing: a randomized controlled Trial
Published in Contemporary Nurse, 2019
Li-Ling Hsu, Ruey-Shiuan Ueng, Suh-Ing Hsieh
There are three types of cognitive load: intrinsic load, extraneous load, and germane load (Kaylor, 2014). In this study, the cognitive load of the experimental group (mean = 7.27, SD = 2.21) was found to be lower than that of the control group (mean = 8.51, SD = 2.17). This implies that the instructional variables had been well considered in this formative outcome-based simulation learning strategy, which revealed a good balance between controlling the germane cognitive load and the extraneous cognitive load of the experimental group. Kaylor (2014) observes cognitive load theory as having broad implication for the instructional deign of learning material, given that it is understood that poorly designed instruction includes extraneous and distracting elements that overload the working memory and thus interfere with learning. Chu (2014) establishes that learning can be effective if the cognitive loads imposed by the learning materials and by the way those materials are presented are well managed. Most studies suggest that higher-fidelity should result in higher cognitive load (Van Merriënboer & Sweller, 2010). However, the studies which focused entirely on simulation strategy (Fraser et al., 2012; Schlairet, Schlairet, Sauls, & Bellflowers, 2015) suggest that for beginning students with limited clinical exposure, simulation-based training was associated with high cognitive load because of its interactive nature.