Cognitive load theory, educational research, and instructional design: some food for thought

被引：581
作者：
de Jong, Ton [1 ]
机构：
[1] Univ Twente, Fac Behav Sci, NL-7500 AE Enschede, Netherlands
来源：
INSTRUCTIONAL SCIENCE | 2010年 / 38卷 / 02期
关键词：
Cognitive load theory; ANIMATED PEDAGOGICAL AGENTS; WORKING-MEMORY CAPACITY; JUST-IN-TIME; WORKED EXAMPLES; SPLIT-ATTENTION; MENTAL EFFORT; INFORMATION PRESENTATION; INDIVIDUAL-DIFFERENCES; MODALITY PRINCIPLE; LEARNER CONTROL;
D O I：
10.1007/s11251-009-9110-0
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Cognitive load is a theoretical notion with an increasingly central role in the educational research literature. The basic idea of cognitive load theory is that cognitive capacity in working memory is limited, so that if a learning task requires too much capacity, learning will be hampered. The recommended remedy is to design instructional systems that optimize the use of working memory capacity and avoid cognitive overload. Cognitive load theory has advanced educational research considerably and has been used to explain a large set of experimental findings. This article sets out to explore the open questions and the boundaries of cognitive load theory by identifying a number of problematic conceptual, methodological and application-related issues. It concludes by presenting a research agenda for future studies of cognitive load.
引用
收藏
页码：105 / 134
页数：30
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