Cognitive load and the format of instructional aids for coherence formation

By Tina Seufert, Roland Brunken. 2006

133 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/be9b15893795c0721a11d1d4b20d26b96d06045a

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Artificial Intelligence

In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

Measuring cognitive load with subjective rating scales during problem solving: differences between immediate and delayed ratings (2015, background): “On the other hand, there is a considerable amount of research that has assessed cognitive load with a single delayed measure; that is, cognitive load was measured only once after the whole learning/problem solving phase (e.g., Kalyuga et al. 2001; Kühl et al. 2011; Leutner et al. 2009; Schwamborn et”
Cognitive load theory: more food for thought (2010, background): “…schema acquisition (Park et al. 2009) and no support is found for the hypothesis that learning with decreased extraneous load and increased germane load leads to lower levels of CL as compared to learning with decreased extraneous load and decreased germane load (Seufert and Brünken 2006).”
Cognitive load theory, educational research, and instructional design: some food for thought (2010, background): “For example, Rikers, in a critical overview of a number of cognitive load studies, writes when discussing a study by Seufert and Brünken (2006): ‘‘As a result of this complexity, intrinsic cognitive load was increased to such an extent that hyperlinks could only be used superficially.”
Expertise Reversal Effect and Its Implications for Learner-Tailored Instruction (2007, background): “Seufert (2003) studied the effect of verbal semantic help for coherence formation in mapping the structure of material when learning from scientific text and pictures (see also Seufert and Brunken 2006 ).”
Instructional Aids to Support a Conceptual Understanding of Multiple Representations. (2009, background): “It is important to note that integrating MERs can heavily demand cognitive resources (Seufert & Brünken, 2006).”
Towards a Framework for Attention Cueing in Instructional Animations: Guidelines for Research and Design (2009, background): “…demonstrates that relational cues, such as connecting lines and textual hyperlinks, are effective strategies for drawing the learners’ attention to specific parts of a visual representation and to relate them to the corresponding textual information (Huk and Steinke 2007; Seufert and Brünken 2006).”