Cognitive-Load-Theory-Spacing-Effect-and-Working-Memory-Resources-Depletion_-Implications-for-Instructional-Design.pdf (256 kB)

Cognitive load theory, spacing effect, and working memory resources depletion: implications for instructional design

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posted on 01.04.2020, 08:39 by Ouhao Chen, Slava Kalyuga
In classroom, student learning is affected by multiple factors that influence information processing. Working memory with its limited capacity and duration plays a key role in learner ability to process information and, therefore, is critical for student performance. Cognitive load theory, based on human cognitive architecture, focuses on the instructional implications of relations between working memory and learner knowledge base in long-term memory. The ultimate goal of this theory is to generate effective instructional methods that allow managing students' working memory load to optimize their learning, indicating the relations between the form of instructional design and the function of instructional design. This chapter considers recent additions to the theory based on working memory resources depletion that occurs after exerting significant cognitive effort and reverses after a rest period. The discussed implications for instructional design include optimal sequencing of learning and assessment tasks using spaced and massed practice tasks, immediate and delayed tests.

History

School

  • Science

Department

  • Mathematics Education Centre

Published in

Form, Function, and Style in Instructional Design: Emerging Research and Opportunities

Pages

1 - 26

Publisher

IGI Global

Version

VoR (Version of Record)

Rights holder

© IGI Global

Publisher statement

This book chapter was published in the book Form, Function, and Style in Instructional Design: Emerging Research and Opportunities [© IGI Global]. The definitive published version is available at https://doi.org/10.4018/978-1-5225-9833-6.ch001.

Publication date

2019-09-30

Copyright date

2020

ISBN

9781522598336; 9781522598343; 9781522598350

Language

en

Editor(s)

Shalin Hai-Jew

Depositor

Dr Ouhao Chen. Deposit date: 31 March 2020

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