Chen, O., Castro-Alonso, J. C., Paas, F., & Sweller, J. (2018). Extending cognitive load theory to incorporate working memory resource depletion: Evidence from the Spacing Effect. Educational Psychology Review, 30(2), 483-501. Web.
The review paper explores the role of Cognitive Load Theory (CTL) in fixing the working memory resource depletion. According to Chen et al. (2018), depletion of the working memory may occur after an extensive mental effort, which may end in reducing the brain function. Therefore, the authors suggest integrating working memory, CTL, and human cognitive architecture while designing instruction. The study adopted qualitative techniques to verify the proposals. Two experiments were conducted to determine the effects of the temporal gaps on the learning episodes. The research results obtained after the first experiment indicated that students scored low results on working memory capacity test. The second test revealed that students could score higher ratings on the CLT after a spaced practice. The aforementioned grades demonstrated that working memory capacity may be reduced by the high level of the experienced depletion. The CLT mainly attributed the improvement of outcomes. The main strength of the review is the power to recommends integrating the application of CTL to improve memory retention. The integration of this principle will help reduce the depletion effect and promote human memory’s overall functioning. Nevertheless, the study has failed to explain how memory depletion may be prevented before it occurs. Therefore, further research may be required to make the study complete.
De Jong, T. (2010). Cognitive load theory, educational research, and instructional design: Some Food for Thought. Instructional Science, 38(2), 105-134. Web.
The article explores the best approaches to designing the Cognitive Load Theory to optimize the function of the working memory capacity. To achieve this objective, the author revisited three types of cognitive load. The first one, the Intrinsic Cognitive Load, directly relates to the challenges of mastering the subject matter. According to the aforementioned model, human beings tend to find it difficult to grasp information when it contains many interactive elements (De Jong, 2010). The trend implies that such content consumes a high level of a person’s cognitive resources. The second, the Extraneous Cognitive Load evoked by the external materials does not contribute directly to learning except to create a divided attention. These external loads include such factors as emotional distress, anger, and noise. Finally, the researcher explores the Germane Cognitive Load, which stimulates the construction and subsequent automation of other schemas, which are critical for learning. In terms of strength, the article has succeeded in examining all the forces responsible for effective operation of the working memory. However, the study has failed to provide a thorough analysis of the ideas.
Fraser, K. L., Meguerdichian, M. J., Haws, J. T., Grant, V. J., Bajaj, K., & Cheng, A. (2018). Cognitive Load Theory for debriefing simulations: Implications for Faculty Development. Advances in Simulation, 3(1), 28. Web.
In this article Fraser analyses the power of debriefing simulation in promoting the Cognitive Load Capacity in institutions. According to the researcher, the technique has a powerful effect on cognitive load development in most of the leaners (Fraser et al., 2018). The scholars refer debriefing simulation as one of the perfect catalyst that has the power of accelerating learning among the students. The use of the simulation has the power of promoting the extraneous load that will affect their overall capacity of the working memory. Therefore, this research has the potential of promoting the understanding of the Cognitive Load Capacity and its potential in promoting the learners to grasp information during learning. As one of the current studies, Fraser manages to explain how the idea of simulation can be used to promote CLT through reduction of the extraneous load. Nevertheless, the researcher failed to provide other alternative means of perfecting the method.
Hadie, S. N., & Yusoff, M. S. (2016). Assessing the validity of the cognitive load scale in a problem-based learning setting. Journal of Taibah University Medical Sciences, 11(3), 194-202. Web.
The study was primarily conducted to help in assessing the validity of the scale in problem-based learning environment. According to the outcomes, it was noted that three factor scale attained reasonable construct validity. The grades showed a high level of internal consistencies in learning (Hadie & Yusoff, 2016). The study managed to indicate that cognitive load had a powerful effect in promoting learning among the learners. The researcher concluded that institutions should adopt the cognitive load as an efficiency instructions design. The realization of the above maximum results is a clear indication on the need of adoption of the cognitive load approach. However, the article still failed to explore the effects of Cognitive Load Theory in other learning environments.
Kalyuga, S., & Singh, A. M. (2016). Rethinking the boundaries of cognitive load theory in complex learning. Educational Psychology Review, 28(4), 831-852. Web.
This review article analyzes how revolution has affected the traditional framework of Cognitive Load Theory, which claimed that knowledge was only acquired through domain-specific structures (schemas). The traditional approaches have failed to provide long-lasting solutions to the delivery of knowledge in most institutions across the globe (Kalyuga & Singh, 2016). The article’s main aim was to propose the changes to enhance the achievement of the acquisition of domain-specific schemas relevant to meet the corresponding cognitive process. In terms of design, the author uses qualitative research on the CLT effects on the acquisition of the domain-specific schemas. The main strength of the study ‘ was revealing that CLT had a great impact on the achievement of the instructional tasks and the delivery of different sequential goals. In particular, the approach has the power of reconciling all the results from various studies. Based on the presented facts, it is clear that the research has managed to play a critical role in promoting learner’s cognitive ability. Nonetheless, the research has failed to explore all the types of schemas and their effect in meeting the cognitive process.
Leppink, J. (2017). Cognitive load theory: Practical Implications and an Important Challenge. Journal of Taibah University Medical Sciences, 12(5), 385-391. Web.
The article aims to provide medical educators with the appropriate guidelines on how to design the instruction and assessment procedure for their learners. The researcher revolves majorly on the ways of minimizing the activities that reduces the operations of the working memory (Leppink, 2017). According to the author, learning should concentrate on specific learning goals. The researcher agrees with other scholars that extraneous cognitive load should be reduced as much as possible to reduce chances of memory loss. Through the qualitative approach, the journal manages to confirm the value of cognitive load in promoting learning in medical institutions. The main strength of the study was the ability to expand on how the extraneous cognitive load affects memory gain. However, the research has failed in explaining how other factors may also affect the learner’s ability to achieve specific learning goals.
Mitra, R., McNeal, K. S., & Bondell, H. D. (2017). Pupillary response to complex interdependent tasks: A cognitive-load theory perspective. Behavior Research Methods, 49(5), 1905-1919. Web.
This research mainly examines how the cognitive load theory has helped in analyzing the complex interdependent tasks. According to these researchers, the cognitive load has the power of stimulating the analysis of the complex tasks among the students (Mitra et al., 2017). The researchers describe the use of the CLT as a reasonable psychological stimulus that is aimed at accelerating the performance among the students. This research has proved to be one of the most critical in the promotion of the understanding of the CLT and its implication in human learning. Nevertheless, more research is still required to help in examining how these independent tasks affect the overall learning.
Sewell, J. L., Boscardin, C. K., Young, J. Q., ten Cate, O., & O’Sullivan, P. S. (2017). Learner, patient, and supervisor features are associated with different types of cognitive load during procedural skills training: Implications for Teaching and Instructional Design. Academic Medicine, 92(11), 1622-1631.Web.
The article examines the limits of the working memory and how the cognitive load can promote its progress. The authors analyze various features such as environment, parents and tasks affect the overall performance of the learner. Through qualitative research design, the authors collected data electronically among the 1,061 US gastroenterology fellows (Sewell et al., 2020). According to the results of the study, it was noted that intrinsic load such as fatigue, previously learned information and tasks affects the major part of memory retention. The external factors such as poor environment and fatigue also have a great impact on the learner. The outcomes of suggested the need of promoting cognitive load to help in optimizing the overall performance of the learner. According to the research, the best approach of promoting cognitive load is through applying the right procedural skills during training. In terms of strength, the article proves to be one of the perfect studies that have been conducted to help in promoting the understanding of the Cognitive Load Theory. However, more research is still required to validate the claims.
Waude, A. (2017). Cognitive load theory: How ‘cognitive load’ affects memory. Psychologist World Online Journal. 12. Web.
In this article, Waude analyzes how Cognitive Load Theory affects human memory’s overall performance. The renowned scholar suggests that cognitive load is normally increased when unnecessary demands are placed on the learner. The increased load includes inadequate teaching methods, distractions in the classroom, and divided attention among the learners. Waude further believes that when the students’ attention is promptly managed, they are most likely to acquire new skills and create better memories (Waude, 2017). The research continues to analyze the various types of cognitive load to help in expanding on the subject. The first type discussed is Intrinsic Cognitive Load, which mainly refers to the demands made by the learners due to the learned intrinsic information. Such loads are extended to the learner based on the amount of information grasped and the new concepts which they require during the study. Second, the Extraneous Cognitive Load refers to the demands imposed on students by the instructor. According to the scholar, this load must be intentional to promote positive results on the learner. Nevertheless, when it is not, the information may be destructive. Finally, the Germane Cognitive Load is majorly produced by constructing the schemas and is highly preferred in a learning context. In the best interest, the research advises the instructors to avoid the Extraneous Cognitive Load. However, better research should be conducted to help in revealing the power of researcher ideas.
Zambrano, J., Kirschner, P., Kirschner, F., & Sweller, J. (2018). From cognitive load theory to collaborative cognitive load theory. 13(1), 213-233. Web.
The article discusses the relationship between the Cognitive Load Theory and its association with educational psychology. According to Zambrano et al. (2018), there is a relationship between the CLT and the working and long-term memory. Zambrano et al. (2018) noted that the new model had a powerful effect in the overall activation of human memory to perform varied tasks. The article uses a mainly qualitative approach to collect the data on the effects of CLT to promote instruction and learning. According to the outcomes of the study, the CLT has resulted in ideal instructional design principles. The article elaborated on the evolution of the entire cognitive architecture, its design, and overall collaborative learning effects. Based on the presented facts, it is clear that this research is one of the most powerful sources of stimulating the understanding of the CLT and its application in promoting the learning instruction in institutions. Nonetheless, the claims still require further analysis to determine its relevance in the CLT.
References
Chen, O., Castro-Alonso, J. C., Paas, F., & Sweller, J. (2018). Extending cognitive load theory to incorporate working memory resource depletion: Evidence from the Spacing Effect. Educational Psychology Review, 30(2), 483-501. Web.
De Jong, T. (2010). Cognitive load theory, educational research, and instructional design: Some Food for Thought. Instructional Science, 38(2), 105-134. Web.
Fraser, K. L., Meguerdichian, M. J., Haws, J. T., Grant, V. J., Bajaj, K., & Cheng, A. (2018). Cognitive Load Theory for debriefing simulations: Implications for Faculty Development. Advances in Simulation, 3(1), 28. Web.
Hadie, S. N., & Yusoff, M. S. (2016). Assessing the validity of the cognitive load scale in a problem-based learning setting. Journal of Taibah University Medical Sciences, 11(3), 194-202. Web.
Kalyuga, S., & Singh, A. M. (2016). Rethinking the boundaries of cognitive load theory in complex learning. Educational Psychology Review, 28(4), 831-852. Web.
Leppink, J. (2017). Cognitive load theory: Practical implications and an important challenge. Journal of Taibah University Medical Sciences, 12(5), 385-391. Web.
Mitra, R., McNeal, K. S., & Bondell, H. D. (2017). Pupillary response to complex interdependent tasks: A cognitive-load Theory Perspective. Behavior Research Methods, 49(5), 1905-1919. Web.
Sewell, J. L., Boscardin, C. K., Young, J. Q., ten Cate, O., & O’Sullivan, P. S. (2017). Learner, patient, and supervisor features are associated with different types of cognitive load during procedural skills training: Implications for teaching and instructional design. Academic Medicine, 92(11), 1622-1631. Web.
Waude, A. (2017). Cognitive Load Theory: How ‘cognitive load’ affects memory. Psychologist World Online Journal. 12. Web.
Zambrano, J., Kirschner, P., Kirschner, F., & Sweller, J. (2018). From cognitive load theory to collaborative cognitive load theory. 13(1), 213-233. Web.