Cognitive Load in Interactive Knowledge Construction

Autor/inn/en	Verhoeven, Ludo; Schnotz, Wolfgang; Paas, Fred
Titel	Cognitive Load in Interactive Knowledge Construction
Quelle	In: Learning and Instruction, 19 (2009) 5, S.369-375 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0959-4752
DOI	10.1016/j.learninstruc.2009.02.002
Schlagwörter	Prior Learning; Perspective Taking; Short Term Memory; Cognitive Processes; Computer Assisted Instruction; Multimedia Materials; Multimedia Instruction; Animation; Learning Modalities; Student Motivation; Learning Strategies; Goal Orientation; Learning Processes; Difficulty Level; Student Characteristics; Educational Environment; Epistemology + Suchen Sie Ihr Suchwort? Vorkenntnisse; Zukunftsperspektive; Kurzzeitgedächtnis; Cognitive process; Kognitiver Prozess; Computer based training; Computerunterstützter Unterricht; Multimediales Lernen; Lernumgebung; Schulische Motivation; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Zielorientierung; Zielvorstellung; Learning process; Lernprozess; Schwierigkeitsgrad; Pädagogische Umwelt; Schulumwelt; Erkenntnistheorie
Abstract	The focus of this special issue is on the cognitive load underlying processes of interactive knowledge construction in a wide range of instructional multimedia platforms. Multimedia comprehension involves the parallel processing of auditory-verbal and visual-pictorial channels within working memory. By means of integrating multimodal information, students are able to acquire new knowledge. However, the processes of knowledge construction may be dependent on the load a task imposes on the learner's cognitive system. Such cognitive load is determined by prior knowledge, motivation, and processing strategies on the part of the learner as well as on task demands. Other critical factors that should be explored are goal adoption and perspective taking, effects of interactive animation, environmental support, and possibilities of collaboration. (Contains 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10