“Cognitive load theory is concerned with techniques for reducing working memory load in order to facilitate the changes in long term memory associated with schema acquisition”. (Howard, n.d.)
As a Physics teacher I decided to apply one of the many learning tools found on web 2.0 into one of my lessons. The learning tool I chose was a Physics simulation provided by Colorado University. I would then reflect on the usefulness of this learning tool after my lesson and discuss the implications of this simulation regarding cognitive load theory.
This simulation helps students understand the concepts of Newton’s laws related to various objects sliding down a ramp. The simulation is interactive allowing students to change the angle of the ramp, the weight and coefficient of friction of the object, the opposing force to the movement of the object and they can also change the friction qualities of the ramp. The simulation provides real time force measurements and students can also observe what is happening to the work and energy of the object at the same time.
I also created an instruction guide to go with this simulation that gives students a step by step process to follow. Links to both the simulation and instruction guide are given at the bottom of this post which I have placed on Risal, the HKU repository.
Artino (2008) states that when “intrinsic cognitive load refers to the number of elements that must be processed simultaneously in working memory for schema construction”. He calls this “elementary interactivity” and goes onto say that “elementary interactivity is dependent on the complexity of the to-be-learned material and the learners’ experience. My class has students of varying capabilities and different experiences and the object of this exercise was to get all students engaged in their own learning from the word go. The simulation allows students to bring previous knowledge to the activity and apply this knowledge in a fun and interactive manner. It also allows them to test their knowledge if they were already familiar with the concepts under discussion. For students unfamiliar with the concepts it allows them to play and interact and become more comfortable with these ideas without having to perform calculation.
Sweller’s work on Extraneous cognitive load (Sweller, 1994 as cited in Artino, 2008) states that “Extraneous cognitive load which is also known as ineffective cognitive load- is the result of instructional techniques that require learners to engage in working memory activities that are not directly related to schema construction or automation”. I believe that this simulation requires too much extraneous cognitive load and that students spent most of their time wondering which buttons to press and where they could retrieve the relevant information so they could follow the task at hand. A good learning tool must be self explanatory to use or must have a simple tutorial in order to get the user engaged. This application had neither and this hindered the progress of most of my students especially those who were already unfamiliar with concept of Newton’s laws and coefficients of friction.
Artino (2008) states that “when intrinsic and extraneous cognitive load leave sufficient working memory resources, learners may invest extra effort in processes that are directly relevant to learning.” He calls this germane cognitive load, “effective cognitive load”. In my opinion I do not believe that this is an effective learning tool in understanding the concepts of Newton’s laws related to inclined planes. I do not feel that this simulation produces positive schema construction when used on its own. However if it were to be used as a tool to introduce the concept, learners could then further develop these ideas to bolster their understanding.
My scaffolding approach to this simulation was wrong and counterproductive. In my attempt to try and apply order to the simulation the creative and fun part of the simulation was lost. These simulations are useful as introductions to new ideas or as simulations to further enhance understanding at the end of a unit. I intend to use a simulation in my personal assessment at the end of unit 6024 and these are points that I must consider when using this type of learning tool.
Bibliography
Artino, A. J. (2008). Cognitve load theory and the role of the learner experience: An Abbreviated review for eductaional practitioners. AACE Journal , 425-439.
Howard, S. (n.d., n.d. n.d.). Cognitive load theory (J Sweller). Retrieved 10 11, 2010, from http://tip.psychology.org/sweller.html
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