What is Cognitive Load

1.

The amount of information processing activity imposed on working memory. Learn more in: Augmented Reality Gaming in Education for Engaged Learning

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With regard to the communication methods commonly used in virtual worlds, the simultaneous visual and auditory processing of information can cause cognitive overload due to one’s limited cognitive processing-capacities ( Chandler & Sweller, 1992 ; Mayer & Moreno, 2003 ; Sweller, 1988 /1999). Of particular relevance for this chapter is the split attention effect of multimedia information processing, which occurs when separate sources of information (e.g., voice, group text chat, private text chat, and watching avatars’ movements) need to be mentally integrated. Learn more in: Field Research in Second Life: Strategies for Discussion Group Facilitation and Benefits of Participation

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The internal system which is employed in the listening process is fairly limited and plays a very important role in the success or failure of listening comprehension. Learn more in: An Evaluation of a Listening Comprehension Program

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The loading of cognitive resources, “which are the alerting, executive, and orienting attentional networks singly or in combination, as well as the memory and representational systems (e.g., working and long-term) from which information may be retrieved and in which it may be held and operated upon” (Foley et al., 2013 AU23: The in-text citation "Foley et al., 2013" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ). Same as Cognitive demand (see Introduction). Learn more in: Cell Phone Conversation and Relative Crash Risk Update

5.

Cognitive Load refers to the amount of information to be kept and worked with within the Human Working Memory. Learn more in: Examining the Effectiveness of Hyperaudio Learning Environments

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Working memory resources required for processing specific information by an individual user. Cognitive load theory distinguishes between the essential (intrinsic) and wasteful (extraneous) forms of cognitive load, and suggests a variety of techniques and procedures (cognitive load effects) for managing essential and reducing extraneous load in learning. Learn more in: Evaluating and Managing Cognitive Load in Games

7.

The degree of cognitive processes required to accomplish a specific task. Learn more in: Open Student Models

8.

The amount of mental effort learners invest during the learning process. Which is also closely associated with learner’ working memory capacity. The purpose of instructional design is to optimize the allocation of cognitive load to induce the deep learning process. Learn more in: Instructional Game Design Using Cognitive Load Theory

9.

According to cognitive load theory (CLT), three types of cognitive load exist: intrinsic load, extraneous or ineffective load, and germane or effective load. The intrinsic cognitive load refers to cognitive load that is induced by the structure and complexity of the instructional material. Usually, teachers or instructional designers can do little to influence the intrinsic cognitive load. The extraneous cognitive load refers to the cognitive load caused by the format and manner in which information is presented. For example, teachers may unwittingly increase learner’s extraneous cognitive load by presenting materials that “require students to mentally integrate mutually referring, disparate sources of information” (Sweller et al., 1991, p. 353). Finally, the germane cognitive load refers to cognitive load that is induced by learners’ efforts to process and comprehend the material. The goal of CLT is to increase this type of cognitive load so that the learner can have more cognitive resources available to solve problems (Brunken, Plass, & Leutner, 2003; Marcus et al., 1996). Learn more in: Cognitive Functionality of Multimedia in Problem Solving

10.

A measure of the mental effort required to carry out a given task. Learn more in: Speech-Based UI Design for the Automobile

11.

Refers to the amount of cognitive resources imposed on working memory. Learn more in: Managing Cognitive Load in the Design of Assistive Technology for Those with Learning Disabilities

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The amount of mental demand associated with a task. Learn more in: Measuring Shared Mental Models in Unmanned Aircraft Systems

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A multidimensional construct representing the load that performing a task has on an individual’s cognitive system. Learn more in: The Decision Maker's Cognitive Load

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Cognitive psychologists provide a term ‘cognitive load’ to denote the amount of information and its necessary processing placed on the working memory of a learner (the part of short-term memory involved in conscious perceptual and linguistic processing). The amount that can possibly be processed without causing the cognitive overload depends on the amount of working memory one possesses and how much information can a learner retain in short-term memory. Learn more in: Cognitive Learning with Electronic Media and Social Networking

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The demand on a learner’s working memory. Learn more in: Mobile Phone Multitasking and Learning

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The amount of stress placed on working memory (i.e. the mental processing power required). Learn more in: The Impact of Human Behavior on Cyber Security

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The amount of demand on working memory during a thinking task. There are three types of cognitive load: intrinsic, extrinsic, and germane. Learn more in: Content Considerations for Blended Learning Experiences

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The amount of mental effort being used in the working memory. Learn more in: Creating Tactile Graphs for Students With Visual Impairments: 3D Printing as Assistive Technology

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The degree of cognitive processes required to accomplish a specific task. Learn more in: A Cognitively-Based Framework for Evaluating Multimedia Systems

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Amount of mental resources necessary for information processing. Learn more in: Digital Literacy and the Position of the End-User

21.

The burden on working memory during information-processing. It can be augmented by the individual’s characteristics, but also by the content or the form and structure of the message. For example, a complex integration of modalities can elicit a cognitive load on the working memory so that the information is less remembered. Learn more in: Divergent News Media in Computer Mediated News Communication

22.

The burden on working memory during information-processing. It can be augmented by the individual’s characteristics, but also by the content or the form and structure of the message. For example, a complex integration of modalities can elicit a cognitive load on the working memory so that the information is less remembered. Learn more in: Divergent News Media in Computer Mediated News Communication

23.

The amount of an actor’s cognitive facilities that is required to perform a task or set of tasks. People are inherently limited in the amount of cognitive load they can bear, and thus relieving cognitive load is one of the major goals for a successful software personal assistant design. Learn more in: Interactions Between Formal and Informal Organizational Networks

24.

According to Cognitive Load Theory (CLT), three types of cognitive load exist: intrinsic load, extraneous or ineffective load, and germane or effective load. The intrinsic cognitive load refers to cognitive load that is induced by the structure and complexity of the instructional material. Usually, teachers or instructional designers can do little to influence the intrinsic cognitive load. The extraneous cognitive load is referred to the cognitive load caused by the format and manner in which information is presented. For example, teachers may unwittingly increase learner’s extraneous cognitive load by presenting materials that “require students to mentally integrate mutually referring, disparate sources of information” (Sweller et al., 1991, p.353). Finally, the germane cognitive load refers to cognitive load that is induced by learners’ efforts to process and comprehend the material. The goal of CLT is to increase this type of cognitive load so that the learner can have more cognitive resources available to solve problems (Brunken, Plass, & Leutner, 2003; Marcus, et al., 1996). Learn more in: Using Concept Maps to Enhance Students' Prior Knowledge in Complex Learning

25.

Cognitive load refers to the load on working memory during instruction. Learn more in: Cognitive Load and Disorientation Issues in Hypermedia as Assistive Technology

26.

The relative mental effort a user must expend in a specific situation or with a particular user interface to accomplish a task. Learn more in: Point-and-Chat®: Instant Messaging for AAC Users

27.

Located within the boundaries of working memory, intrinsic, extraneous and the effective load elements with various instructional designs, and a task that can be controlled with the execution emerging multi-dimensional structure (Sweller and at all, 1998). Learn more in: Structuring of Knowledge and Cognitive Load

28.

In the context of technology-enabled learning, cognitive load refers to the perceived amount of mental effort investment upon interacting with the learning tasks. Learn more in: Design and Evaluation of Mobile Learning from the Perspective of Cognitive Load Management

29.

The loading of cognitive resources, “which are the alerting, executive, and orienting attentional networks singly or in combination, as well as the memory and representational systems (e.g., working and long-term) from which information may be retrieved and in which it may be held and operated upon” (Foley et al., 2013). Learn more in: Cell Phone Conversation and Relative Crash Risk

30.

The demand for working memory resources required by a learner for achieving goals of specific learning task. Learn more in: Enhancing the Effectiveness of Educational Hypermedia: A Cognitive Load Approach

31.

Refers to the total amount of mental activity and allocation to a certain task or tasks simultaneously with the task at hand. Learn more in: Advergaming – How Does Cognitive Overload Effect Brand Recall?: Differences between In-Game Advertising (IGA) and Advergames

32.

The mental effort a learner invests in completing a cognitive task. Learn more in: Developing Pre-Service Teachers' Technological Pedagogical Content Knowledge With E-TPCK