Cognitive Load of Learner Control
Extraneous or Germane Load
Bibliographic Data
| ID | 5686509 |
|---|---|
| Authors | Mieke Vandewaetere (0000-0002-0708-8741), Geraldine Clarebout (0000-0001-6059-1832) |
| Year | 2013 |
| Volume | 2013 |
| Pages | 1-11 |
| Publication date | 2013-01-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Research International (JOURNAL) |
| Journal identifiers | ISSN: 2090-4010 • E-ISSN: 2090-4002 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1155/2013/902809 |
| OpenAlex | W2164118894 |
| Language | EN |
| Citations received | 9 |
| References cited | 39 |
Computer-based learning environments become more tailored when learners can exert control over one or more parts of the learning process. Learner control (LC) demands additional efforts of learners because, in addition to learning, they also have to monitor that learning. As a consequence, LC may cause additional cognitive load and even cognitive overload. The central question in this study is what type of cognitive load is induced by LC and whether the experienced load is related to learning outcomes. For this study, half of the students had control over task selection, while the other half had not. Within each condition, students were assigned to a single treatment, with the primary task to solely focus on the learning content, and a dual treatment, comprising a primary task and a secondary task. The results indicate that LC did not impose higher cognitive load as measured by secondary task scores and mental effort ratings
Cognition · Cognitive Load · Cognitive psychology · Control (management · Dual (grammatical number · Focus (optics · Linguistics · Process (computing · Selection (genetic algorithm · Task (project management · Computer Science · Engineering · Intelligent Tutoring Systems and Adaptive Learning · Learning Styles and Cognitive Differences · Psychology · Visual and Cognitive Learning Processes · Artificial Intelligence
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| Citations per year | 0.75 |
|---|---|
| Citation span | 2014 - 2026 (13) |
| Highly cited | No |