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Managing Cognitive Load in the Design of Assistive Technology for Those with Learning Disabilities

Managing Cognitive Load in the Design of Assistive Technology for Those with Learning Disabilities

Boaventura DaCosta, Soonhwa Seok
Copyright: © 2010 |Pages: 22
ISBN13: 9781615208173|ISBN10: 1615208178|EISBN13: 9781615208180
DOI: 10.4018/978-1-61520-817-3.ch002
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MLA

DaCosta, Boaventura, and Soonhwa Seok. "Managing Cognitive Load in the Design of Assistive Technology for Those with Learning Disabilities." Handbook of Research on Human Cognition and Assistive Technology: Design, Accessibility and Transdisciplinary Perspectives, edited by Soonhwa Seok, et al., IGI Global, 2010, pp. 21-42. https://doi.org/10.4018/978-1-61520-817-3.ch002

APA

DaCosta, B. & Seok, S. (2010). Managing Cognitive Load in the Design of Assistive Technology for Those with Learning Disabilities. In S. Seok, E. Meyen, & B. DaCosta (Eds.), Handbook of Research on Human Cognition and Assistive Technology: Design, Accessibility and Transdisciplinary Perspectives (pp. 21-42). IGI Global. https://doi.org/10.4018/978-1-61520-817-3.ch002

Chicago

DaCosta, Boaventura, and Soonhwa Seok. "Managing Cognitive Load in the Design of Assistive Technology for Those with Learning Disabilities." In Handbook of Research on Human Cognition and Assistive Technology: Design, Accessibility and Transdisciplinary Perspectives, edited by Soonhwa Seok, Edward L. Meyen, and Boaventura DaCosta, 21-42. Hershey, PA: IGI Global, 2010. https://doi.org/10.4018/978-1-61520-817-3.ch002

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Abstract

This is the second of three chapters serving as the introduction to this handbook which addresses the relationship between human cognition and assistive technologies and its design for individuals with cognitive disabilities. In this chapter the authors present strategies to manage cognitive load in the design of instructional materials for those with learning disabilities. The authors introduce cognitive load theory, which proposes a set of instructional principles grounded in human information processing research that can be leveraged in the creation of efficient and effective learning environments. They attempt to separate conjecture and speculation from empirically-based study and consolidate more than twenty-five years of research to highlight the best ways in which to increase learning. Altogether, the authors affirm the approach discussed in the last chapter—that technology for learning should be created with an understanding of design principles empirically supported by how the human mind works, particularly when it comes to the design of assistive technologies for individuals with learning disabilities.

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