Greater Cognitive Effort for Better Learning: Tailoring an Instructional Design for Learners with Different Levels of Knowledge and Motivation
The capacity limitation of working memory is a widely recognised determinant of human learning. A cognitive load exceeding the capacity hampers learning. Cognitive load can be controlled by tailoring an instructional design to levels of learner prior knowledge. However, such as design does not neces...
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Ubiquity Press
2014-08-01
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Series: | Psychologica Belgica |
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doaj-c4cfb042f36745f7811bd0bc041b64802020-11-24T23:24:37ZengUbiquity PressPsychologica Belgica0033-28792054-670X2014-08-0154435037310.5334/pb.aw212Greater Cognitive Effort for Better Learning: Tailoring an Instructional Design for Learners with Different Levels of Knowledge and MotivationSeffetullah Kuldas0Lata Satyen1Hairul Nizam Ismail2Shahabuddin Hashim3Universiti Sains MalaysiaDeakin UniversityUniversiti Sains MalaysiaUniversiti Sains MalaysiaThe capacity limitation of working memory is a widely recognised determinant of human learning. A cognitive load exceeding the capacity hampers learning. Cognitive load can be controlled by tailoring an instructional design to levels of learner prior knowledge. However, such as design does not necessarily motivate to use the available capacity for better learning. The present review examines literatures on the effects of instructional design, motivation, emotional state, and expertise level on cognitive load and cognitive effort, which ultimately affect working memory performance and learning. This examination suggests further studies on the effects of motivation and negative emotional states on the use of working memory. Prospective findings would help better explain and predict individual differences in the use of working memory for cognitive learning and task performance.http://www.psychologicabelgica.com/articles/193 |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Seffetullah Kuldas Lata Satyen Hairul Nizam Ismail Shahabuddin Hashim |
spellingShingle |
Seffetullah Kuldas Lata Satyen Hairul Nizam Ismail Shahabuddin Hashim Greater Cognitive Effort for Better Learning: Tailoring an Instructional Design for Learners with Different Levels of Knowledge and Motivation Psychologica Belgica |
author_facet |
Seffetullah Kuldas Lata Satyen Hairul Nizam Ismail Shahabuddin Hashim |
author_sort |
Seffetullah Kuldas |
title |
Greater Cognitive Effort for Better Learning: Tailoring an Instructional Design for Learners with Different Levels of Knowledge and Motivation |
title_short |
Greater Cognitive Effort for Better Learning: Tailoring an Instructional Design for Learners with Different Levels of Knowledge and Motivation |
title_full |
Greater Cognitive Effort for Better Learning: Tailoring an Instructional Design for Learners with Different Levels of Knowledge and Motivation |
title_fullStr |
Greater Cognitive Effort for Better Learning: Tailoring an Instructional Design for Learners with Different Levels of Knowledge and Motivation |
title_full_unstemmed |
Greater Cognitive Effort for Better Learning: Tailoring an Instructional Design for Learners with Different Levels of Knowledge and Motivation |
title_sort |
greater cognitive effort for better learning: tailoring an instructional design for learners with different levels of knowledge and motivation |
publisher |
Ubiquity Press |
series |
Psychologica Belgica |
issn |
0033-2879 2054-670X |
publishDate |
2014-08-01 |
description |
The capacity limitation of working memory is a widely recognised determinant of human learning. A cognitive load exceeding the capacity hampers learning. Cognitive load can be controlled by tailoring an instructional design to levels of learner prior knowledge. However, such as design does not necessarily motivate to use the available capacity for better learning. The present review examines literatures on the effects of instructional design, motivation, emotional state, and expertise level on cognitive load and cognitive effort, which ultimately affect working memory performance and learning. This examination suggests further studies on the effects of motivation and negative emotional states on the use of working memory. Prospective findings would help better explain and predict individual differences in the use of working memory for cognitive learning and task performance. |
url |
http://www.psychologicabelgica.com/articles/193 |
work_keys_str_mv |
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