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Cognitive Load Theory:Goal Free Scenarios
Vinny NassoJessica Strahl
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Outline of Presentation
Cognitive Load Theory Goal Free Learning Goal Free Learning in Multimedia Conclusion
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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
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Cognitive Load Theory
Working Memory
Cognitive Load
As Total Cognitive Load increases the burden on Working Memory increases
Learning Task
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Cognitive Load Theory
Working Memory
= Total Cognitive Load
Learning Task
Intrinsic Cognitive Load +Extraneous Cognitive Load + Germane Cognitive Load
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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
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Cognitive Load TheoryTypes of Cognitive Load
Intrinsic Cognitive Load
Intrinsic Cognitive
Load
Element Interactivity
Low ElementInteractivity
High ElementInteractivity
Learning Vocabulary
Learning Grammar
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Cognitive Load Theory
Extraneous Cognitive Load
Effort required to process poorly designed instruction
Extraneous Cognitive
Load
Goal Free
SplitAtten.
WorkedExamples
Means End
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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
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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
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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.
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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.
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Examples of Goal Free Exercises
Illuminations: http://illuminations.nctm.org/ActivitySearch.aspx
Bobby Bear
Turtle Pond
Factor Game
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Questions ?