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| Content Provider | frontiers |
|---|---|
| Author | Krell, Moritz Xu, Kate M. Rey, Günter Daniel Paas, Fred |
| Abstract | 'Cognitive load can be defined as a multidimensional construct representing the load that performing a particular task imposes on the learner's cognitive system' (Paas et al., 2003, p. 64). It is assumed that assessed cognitive load under various experimental conditions represents the working memory resources exerted or required during the task performance. Cognitive load is widely studied in diverse disciplines such as education, psychology, and human factors. In educational science, cognitive load is used to guide instructional designs; for instance, when developing instructional designs, overly high cognitive load should be avoided because it may hinder knowledge construction and This is a provisional file, not the final typeset article understanding. Generally, cognitive load theory offers valuable perspectives and design principles for instruction and instructional materials (e.g., Kirschner, Sweller, & Clark, 2006;Paas & van Merriënboer, 2020;Sweller, 2005).The present Research Topic invited contributions describing approaches to measure cognitive load and examining the validity of these approaches. "Measuring cognitive load is [...] fundamentally important to education and learning" (Chandler, 2018, p.x) and several approaches have been proposed to measure cognitive load and function as indicators of learners' working memory resources during task performance, or as input for personalized adaptive tak selection (e.g., Salden, Van Merrienboer, & Paas, 2006. Cognitive ... |
| ISSN | 2504284X |
| DOI | 10.3389/feduc.2021.838422 |
| Volume Number | 6 |
| Journal | Frontiers in Education |
| Language | English |
| Publisher Date | 2022-01-24 |
| Access Restriction | Open |
| Subject Keyword | Mental effort Assessment triangle Validity Cognitive Load Subjective and objective measures Menatal Load Measurement |
| Content Type | Text |
| Resource Type | Article |
| Subject | Education |
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