Cognitive Load Theory:Goal Free Scenarios

Vinny NassoJessica Strahl

Outline of Presentation

Cognitive Load Theory Goal Free Learning Goal Free Learning in Multimedia Conclusion

Cognitive Load Theory

Supports 2 learning goals :The acquisition of Schema

- Memory / Storage Organizer- Reducer of Working Memory Load

Automization

- Movement from Controlled (Conscious)- Processing to Automatic Processing

Cognitive Load Theory

Working Memory

Cognitive Load

As Total Cognitive Load increases the burden on Working Memory increases

Learning Task

Cognitive Load Theory

Working Memory

= Total Cognitive Load

Learning Task

Intrinsic Cognitive Load +Extraneous Cognitive Load + Germane Cognitive Load

Cognitive Load TheoryTypes of Cognitive Load

Intrinsic Cognitive Load

Element Interactivity

-the extent to which elements of tasks must be learned in relation to the elements’ relation between other elements

Low Interactivity: Elements can be learned independently of other elements

High Interactivity: Tasks cannot be learned without simultaneously learning its connections with large numbers of elements

-Learner’s degree of task automation effects the number of elements to be learned thereby effecting degree of interactivity

Cognitive Load TheoryTypes of Cognitive Load

Intrinsic Cognitive Load

Intrinsic Cognitive

Load

Element Interactivity

Low ElementInteractivity

High ElementInteractivity

Learning Vocabulary

Learning Grammar

Cognitive Load Theory

Extraneous Cognitive Load

Effort required to process poorly designed instruction

Extraneous Cognitive

Load

Goal Free

SplitAtten.

WorkedExamples

Means End

Cognitive Load Theory

Germane Cognitive Load

Effort that contributes to the construction of schemas

- Worked Examples

- Goal Free Learning

Increasing the germane load increases learning, but only when…

1) Total cognitive load is within capacity of Working Memory

2) Intrinsic Cognitive load (element interactivity) is high

The Goal-Free Design

Increases Germane Cognitive Load Increases Extraneous Cognitive Load

ie Solve for Xi.e. Calculate as many variables as you can

Only problem state held in WM All Goals & Sub goals held in WM

Effective for Problem Solving/ Not learning

Effective for Learning/Schema Creation

Goal-Free Effect

Means-End Problem

50°

Solve for X

C

110°

X

BA

F

E

D

G

Sub-Goal: Angle DEA

Sub-Goal: Angle DBG

Learners make a higher number of errors on the sub-goal stage, when more elements are in working memory, than in the goal stage.

Goal Free Problem

Goal-Free Effect

Solve for as many angles as you can

50°

C

110°BA

F

E

D

G

Since no sub-goals, only goals, the number of the elements simultaneously in WM is limited. Learners make less errors during goal-free problem solving due to the minimized element interactivity.

Examples of Goal Free Exercises

Illuminations: http://illuminations.nctm.org/ActivitySearch.aspx

Bobby Bear

Turtle Pond

Factor Game

Questions ?