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Learners’ Cognitive Load When Using Educational Technology

Learners’ Cognitive Load When Using Educational Technology

Renae Low, Putai Jin, John Sweller
Copyright: © 2011 |Pages: 20
ISBN13: 9781609601959|ISBN10: 1609601955|EISBN13: 9781609601966
DOI: 10.4018/978-1-60960-195-9.ch708
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MLA

Low, Renae, et al. "Learners’ Cognitive Load When Using Educational Technology." Gaming and Simulations: Concepts, Methodologies, Tools and Applications, edited by Information Resources Management Association, IGI Global, 2011, pp. 1787-1806. https://doi.org/10.4018/978-1-60960-195-9.ch708

APA

Low, R., Jin, P., & Sweller, J. (2011). Learners’ Cognitive Load When Using Educational Technology. In I. Management Association (Ed.), Gaming and Simulations: Concepts, Methodologies, Tools and Applications (pp. 1787-1806). IGI Global. https://doi.org/10.4018/978-1-60960-195-9.ch708

Chicago

Low, Renae, Putai Jin, and John Sweller. "Learners’ Cognitive Load When Using Educational Technology." In Gaming and Simulations: Concepts, Methodologies, Tools and Applications, edited by Information Resources Management Association, 1787-1806. Hershey, PA: IGI Global, 2011. https://doi.org/10.4018/978-1-60960-195-9.ch708

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Abstract

Taking advantage of the rapid evolution of educational technology, simulations and games have been embodied in a variety of teaching and learning procedures. To a large extent, their effectiveness, in common with the effectiveness of all instructional design relies on how material and activities are optimally organized. That organization should be determined by the nature of human cognitive architecture when dealing with complex, biologically secondary information. Cognitive load theory has been devised to deal with such knowledge. Therefore, embodied simulations and serious games should take evidence-based cognitive load principles into account in both design and implementation.

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