Tuesday, March 3
2:45 PM-3:45 PM
UTC
Meeting Room 10

Strategies for using simulations as a vehicle to manage cognitive load

Brief Paper ID: 24920
  1. Les Lunce
    Indiana State University
  2. Debra Runshe
    Indiana University Purdue University Indianapolis
  3. aaa
    E-Ling Hsiao
    Indiana State University
  4. aaa
    Xiaoxia Huang
    Indiana State University

Abstract: Instructional simulations situate the learner in a psychological reality established within the simulation and engage the learner in guided learning-by-doing activities. Further, simulations have been shown to motivate the learner to engage in deep and experiential learning. However, simulations can increase cognitive load adding to student frustration and limiting the effective learning experience. This paper presents a definition of cognitive load and a discussion of how instructional simulations can help to manage cognitive load. A number of relevant variables are discussed, including scaffolding and learner prior-knowledge. Research is presented documenting the role of these variables when simulations are used to ameliorate cognitive load. The paper concludes with a discussion of the relevance of these questions to Instructional Design.

Presider: Jennifer Elliott, University of Virginia

Topic

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