Jan L. Plass – författare

Cognitive load theory (CLT) considers instructional implications of characteristics of human cognition, such as processing limitations of working memory and the size and organization of the learner's knowledge base in long-term memory. CLT traditionally described how the limited capacity of working memory may cause cognitive overload and inhibit learning. Rethinking Cognitive Load Theory reflects on recent developments of this theory and proposes some essential modifications to improve its effectiveness in designing modern, technology-based, complex learning environments. The book describes a way of reconceptualizing the theory so that it can better account for the multifaceted nature of learner cognition that has emerged in recent research. It considers complex learning tasks as involving various goals of learner activities that need combining cognitive, motivational, and affective perspectives.The book starts with a review of basic tenets of the current understanding of CLT, including major components of human cognitive architecture, their characteristics and effects on cognitive load. It summarizes the modifications that have been made to CLT to date, including redefining types of cognitive load and applying an evolutionary approach. The criticisms of the theory that have been expressed over the years are reviewed and possible modifications to CLT that could enhance its usability are explored. The book considers existing instructional theories (e.g., problem-first, productive failure or invention learning) as evidence for the goal-driven approach, and offers examples of specific learning tasks and related motivational and affective goals of learner activities to illustrate the goal-driven approach to CLT using simulation- and game-based learning environments. Finally, the book provides theoretical and practical implications of the proposed new approach. This reframing of CLT is expected to result in a more learner-cantered framework in accordance with recent trends in instructional science and educational technology.

Cognitive load theory (CLT) considers instructional implications of characteristics of human cognition, such as processing limitations of working memory and the size and organization of the learner's knowledge base in long-term memory. CLT traditionally described how the limited capacity of working memory may cause cognitive overload and inhibit learning. Rethinking Cognitive Load Theory reflects on recent developments of this theory and proposes some essential modifications to improve its effectiveness in designing modern, technology-based, complex learning environments. The book describes a way of reconceptualizing the theory so that it can better account for the multifaceted nature of learner cognition that has emerged in recent research. It considers complex learning tasks as involving various goals of learner activities that need combining cognitive, motivational, and affective perspectives. The book starts with a review of basic tenets of the current understanding of CLT, including major components of human cognitive architecture, their characteristics and effects on cognitive load. It summarizes the modifications that have been made to CLT to date, including redefining types of cognitive load and applying an evolutionary approach. The criticisms of the theory that have been expressed over the years are reviewed and possible modifications to CLT that could enhance its usability are explored. The book considers existing instructional theories (e.g., problem-first, productive failure or invention learning) as evidence for the goal-driven approach, and offers examples of specific learning tasks and related motivational and affective goals of learner activities to illustrate the goal-driven approach to CLT using simulation- and game-based learning environments. Finally, the book provides theoretical and practical implications of the proposed new approach. This reframing of CLT is expected to result in a more learner-cantered framework in accordance with recent trends in instructional science and educational technology.

Cognitive load theory (CLT) considers instructional implications of characteristics of human cognition, such as processing limitations of working memory and the size and organization of the learner's knowledge base in long-term memory. CLT traditionally described how the limited capacity of working memory may cause cognitive overload and inhibit learning. Rethinking Cognitive Load Theory reflects on recent developments of this theory and proposes some essential modifications to improve its effectiveness in designing modern, technology-based, complex learning environments. The book describes a way of reconceptualizing the theory so that it can better account for the multifaceted nature of learner cognition that has emerged in recent research. It considers complex learning tasks as involving various goals of learner activities that need combining cognitive, motivational, and affective perspectives. The book starts with a review of basic tenets of the current understanding of CLT, including major components of human cognitive architecture, their characteristics and effects on cognitive load. It summarizes the modifications that have been made to CLT to date, including redefining types of cognitive load and applying an evolutionary approach. The criticisms of the theory that have been expressed over the years are reviewed and possible modifications to CLT that could enhance its usability are explored. The book considers existing instructional theories (e.g., problem-first, productive failure or invention learning) as evidence for the goal-driven approach, and offers examples of specific learning tasks and related motivational and affective goals of learner activities to illustrate the goal-driven approach to CLT using simulation- and game-based learning environments. Finally, the book provides theoretical and practical implications of the proposed new approach. This reframing of CLT is expected to result in a more learner-cantered framework in accordance with recent trends in instructional science and educational technology.

Cognitive load theory (CLT) is one of the most important theories in educational psychology, a highly effective guide for the design of multimedia and other learning materials. This edited volume brings together the most prolific researchers from around the world who study various aspects of cognitive load to discuss its current theoretical as well as practical issues. The book is divided into three parts. The first part describes the theoretical foundations and assumptions of CLT, the second discusses the empirical findings about the application of CLT to the design of learning environments, and the third part concludes the book with discussions and suggestions for new directions for future research. It aims to become the standard handbook in CLT for researchers and graduate students in psychology, education, and educational technology.

Cognitive load theory (CLT) is one of the most important theories in educational psychology, a highly effective guide for the design of multimedia and other learning materials. This edited volume brings together the most prolific researchers from around the world who study various aspects of cognitive load to discuss its current theoretical as well as practical issues. The book is divided into three parts. The first part describes the theoretical foundations and assumptions of CLT, the second discusses the empirical findings about the application of CLT to the design of learning environments, and the third part concludes the book with discussions and suggestions for new directions for future research. It aims to become the standard handbook in CLT for researchers and graduate students in psychology, education, and educational technology.

This book constitutes the refereed proceedings of the 10th Joint International Conference on Serious Games, JCSG 2024, held in New York City, NY, USA, during November 7–8, 2024.The 19 full papers, 5 short papers, 12 posters and 5 demos included in this book were carefully reviewed and selected from 63 submissions. They were organized in topical sections as follows: Artificial intelligence in serious games; Serious games analytics; Serious game design; Impact studies; Extended realities; Healthcare and wellbeing; Applications.