Cognitive Architecture and Instructional Design

John Sweller; Jeroen J.G. van Merrienboer; Fred G.W.C. Paas

doi:10.1023/A:1022193728205

Cognitive Architecture and Instructional Design

John Sweller, Jeroen J.G. van Merrienboer, Fred G.W.C. Paas

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Abstract

Cognitive load theory has been designed to provide guidelines intended to assist in the presentation of information in a manner that encourages learner activities that optimize intellectual performance. The theory assumes a limited capacity working memory that includes partially independent subcomponents to deal with auditory/verbal material and visual/2- or 3-dimensional information as well as an effectively unlimited long-term memory, holding schemas that vary in their degree of automation. These structures and functions of human cognitive architecture have been used to design a variety of novel instructional procedures based on the assumption that working memory load should be reduced and schema construction encouraged. This paper reviews the theory and the instructional designs generated by it. cognition - instructional design

Original language	English
Pages (from-to)	251-296
Journal	Educational psychology review
Volume	10
Issue number	3
DOIs	https://doi.org/10.1023/A:1022193728205
Publication status	Published - Sept 1998

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10.1023/A:1022193728205

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AB - Cognitive load theory has been designed to provide guidelines intended to assist in the presentation of information in a manner that encourages learner activities that optimize intellectual performance. The theory assumes a limited capacity working memory that includes partially independent subcomponents to deal with auditory/verbal material and visual/2- or 3-dimensional information as well as an effectively unlimited long-term memory, holding schemas that vary in their degree of automation. These structures and functions of human cognitive architecture have been used to design a variety of novel instructional procedures based on the assumption that working memory load should be reduced and schema construction encouraged. This paper reviews the theory and the instructional designs generated by it. cognition - instructional design

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Cognitive Architecture and Instructional Design

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