ELIA F TEMU

COGNITIVE LOAD THEORY OF MULTIMEDIA LEARNING (JOHN SWELLER)

The term cognitive refers to perceiving and knowing. Cognitive scientist seek to understand mental processes such as perceiving, thinking, remembering, understanding language and learning (Stilling et–al, 1995).

Cognitive load theory of multimedia learning simply means a theory that focuses the load on working memory during instruction.

Cognitive load theory states that working memory is limited in its capacity to selectively attend to and process incoming sensory data (Sweller 1991:Sweller 1994)

Cognitive load theory is concerned with the way in which learner’s cognitive resources are focused and used during learning and problem solving; Sweller suggests that, for instruction to be effective case, it  must be taken to design instruction in a way that  not overload the mind’s capacity for processing information.

Cognitive theory is born from the relative new interdisplinary field of cognitive science. Cognitive science Studies the nature of mind by drawing from research in a number of areas including psychology, neuroscience, artificial intelligence, computer science, linguistics, philosophy and biology. (Stilling and et-all 1995

philosophy and biology. (Stilling and et-all 1995)

The history of cognitive load theory can be traced to the beginning of cognitive science in the 1950s and work of G.A Miller in his classic paper Miller was perhaps the first to suggest our working memory capacity has inherent limits. His experimental results suggested that humans are generally able to hold only seven plus or minus two units of information in short term memory. (Miller G.A 1956).

In the late (1980s John Sweller) developed cognitive load theory while studying problem solving. Studying learners as they solved problems, he and his associates found that learners often use a problem solving strategy called means – ends analysis .He suggest problem solving by means – ends analysis requires a relatively large amount of cognitive processing capacity which may not be devoted to schema construction. Sweller suggests that instructional designers should prevent this unnecessary cognitive load by designing instructional materials which do not involve problem solving. Examples of alternative instructional materials include what are known as worked examples and goal free problems.

In 1990s cognitive load theory was applied in several contexts. The empirical result from these studies lead to the demonstration of several learning effects, split attention effects, worked example effects and expertise reverse effect.

The history of cognitive load theory can be traced to the beginning of cognitive science in the 1950s and work of G.A Miller in his classic paper Miller was perhaps the first to suggest our working memory capacity has inherent limits. His experimental results suggested that humans are generally able to hold only seven plus or minus two units of information in short term memory. (Miller G.A 1956).

In the late (1980s John Sweller) developed cognitive load theory while studying problem solving. Studying learners as they solved problems, he and his associates found that learners often use a problem solving strategy called means – ends analysis .He suggest problem solving by means – ends analysis requires a relatively large amount of cognitive processing capacity which may not be devoted to schema construction. Sweller suggests that instructional designers should prevent this unnecessary cognitive load by designing instructional materials which do not involve problem solving. Examples of alternative instructional materials include what are known as worked examples and goal free problems.

In 1990s cognitive load theory was applied in several contexts. The empirical result from these studies lead to the demonstration of several learning effects, split attention effects, worked example effects and expertise reverse effect.

The originators of cognitive load theory can be traced to the beginning of cognitive science in the 1950’s and the work of G,A Miller, suggesting the working memory capacity. His experimental result suggests that humans are generally able to hold only seven plus or minus two units of information in short term memory.

In the earlier 1970’s Simon and Chase were the first to use the term “chunk” to describe how people might organize the information in short term memory. This chunking of memory component has also been described as schema construction.

In the late 1980’s John Sweller developed cognitive load theory while studying problem solving. Studying learners as they solving problems he and his associates found that learners often use problem solving strategy called means ends analysis.

In the 1990’s cognitive load theory was applied in several contexts leading to demonstration of several learning effects liked worked examples effect, modality effect and split-attention effect.

Cooper (1998) identify the principle cognitive load theory

First; working memory is extremely limited.

Second: Long term memory is essential unlimited

Third: The process of learning requires working memory to be actively engaged in the comprehension of instructional material to encode to be learned information into long term memory.

Fourth; If the resources of working memory era exceeded, then learning will be ineffective.

Key terms and important terms;-

Cognitive load theory: is a cognitive learning theory introduced in mid 1980’s by John Sweller an Australian psychologist. Cognitive load theory according to Sweller (1980’s) State that human working memory has a very limited duration and capacity of seven plus or minus (7 two to selectively attend to and process incoming sensory data.

Long term memory: is cognitive structure that stores our knowledge base. We are only conscious of those contents of long term memory that are transferred to working memory. (Sweller et al 1988) 

Sensory memory: is the cognitive structure that permits us to perceive new information.(ibid)

Working memory: is the cognitive structure in which the conscious process information.(ibid)

Notable for its server capacity and duration limited when dealing with new information

Automation or automacity: is a process by which schemata held in long term memory become sufficiently well practiced to enable them to bypass or to be processed without conscious use working memory

Intrinsic cognitive load: this type of cognitive load occurs during the interaction between nature of the material to be learned and the expertise of the learner (Sweller, Van merrienboer and Paas 1998) it describe the idea that all the instruction has an inherent difficulty associated with it. Example calculating 5 + 5 = . This inherent difficult may not be altered by an instructor. However many schemas may be broken into individual sub schemas and taught in isolation to be later brought back together and described as a combined  whole ( Sweller, Clark 2006)

 Extraneous cognitive load: Extraneous cognitive load is caused by factors that are not central to the material to be learned such as presentation methods or activities that split attention between multiple sources of information and this should be minimized as much as possible.

It is under control of instructional designers. This form generates manners in which information is presented to the learners. (Sweller and et al. 1998)

 Germane cognitive load: This type of cognitive load enhances learning and result in task resources being devoted to schema acquisition and automation. Intrinsic cognitive load cannot be manipulated but extraneous and germane cognitive load can. (ibid)

In triachic model of cognitive load, essential processing (intrinsic load) relates to the essential material or information to be learned. Extraneous processing (extrinsic load) does not serve the instructional goal or purpose and reduces the chance that transfer of learning will occur. Generative processing (germane cognitive load) is aimed at making sense of the presented material. It is the activity of organizing and integrating information in working memory (ibid)

Classroom implication

The goal of instructor should reduce extraneous cognitive load and increase germane cognitive load. Instructor can accomplish this in a variety of ways

First: change problem solving methods to avoid means-ends approach that impose a heavy working load by using goal-free problems or worked example.

Second: physically integrate multiple sources of information whenever possible to eliminate the need for learners to have mentally integrated that information which increases the load in working memory.

Third: reduce redundancy and repetitive information whenever possible so that the working memory is lessened.

Fourth: use of auditory and visual information under conditions where both sources of information are essential to understanding. This help to increase capacity of working memory. 

 How can the theory be effected in the classroom by integrating it with ICT

Different source of cognitive load are related to different models and modalities of ICT based information presentations (verbal and pictorial presentation models, auditory and visual information modalities). When learners process text and visuals that could not be understood in isolation, the integration of verbal and pictorial presentation is required. When text and pictures are not appropriately located or synchronized in time, integrating this referring representation may increase cognitive to hinder learning.

 Using dual-model presentation, example auditory explanation of the visual diagram is an alternative approach to eliminate spilt attention. Integration of the verbal, auditory and pictorial visual information may not overload working memory if its capacity is effectively expanded by using the dual model presentation. Example, it was demonstrated that, animation depicting the operation of a bicycle tire pump with simultaneously audio text only without an animation or the animation only without audio text. Comparison between the simultaneous and sequential presentations of the related audio and the visual information demonstrated that dual mode instructions were superior only when presented in simultaneously form. For example by using Microsoft power point for presentation and Microsoft publisher for designing instructional learning materials such as picture graphics.