Cognitive load theory, educational research, and instructional design: some food for thought
Cognitive load theory, educational research, and instructional design: some food for thought
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DOI：
10.1007/s11251-009-9110-0
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发表时间：
2010-03-01
影响因子：
2.5
通讯作者：
de Jong, Ton
中科院分区：
文献类型：
--
作者：
de Jong, Ton
认知负荷是一个理论概念，在教育研究文献中发挥着越来越重要的作用。认知负荷理论的基本思想是工作记忆中的认知能力是有限的，因此如果学习任务需要太多的能力，学习就会受到阻碍。建议的补救措施是设计能够优化工作记忆容量的使用并避免认知过载的教学系统。认知负荷理论极大地推进了教育研究，并已被用来解释大量的实验结果。本文旨在通过识别一些有问题的概念、方法和应用相关问题来探索认知负荷理论的开放性问题和边界。最后提出了未来认知负荷研究的研究议程。
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.