The IRMA Community
Newsletters
Research IRM
Click a keyword to search titles using our InfoSci-OnDemand powered search:
|
Learners’ Cognitive Load When Using Educational Technology
Abstract
Taking advantage of the rapid evolution of educational technology, simulations and games have been embodied in a variety of teaching and learning procedures. To a large extent, their effectiveness, in common with the effectiveness of all instructional design relies on how material and activities are optimally organized. That organization should be determined by the nature of human cognitive architecture when dealing with complex, biologically secondary information. Cognitive load theory has been devised to deal with such knowledge. Therefore, embodied simulations and serious games should take evidence-based cognitive load principles into account in both design and implementation.
Related Content
Nithin Kalorth, Vidya Deshpande.
© 2024.
7 pages.
|
Nitesh Behare, Vinayak Chandrakant Shitole, Shubhada Nitesh Behare, Shrikant Ganpatrao Waghulkar, Tabrej Mulla, Suraj Ashok Sonawane.
© 2024.
24 pages.
|
T.S. Sujith.
© 2024.
13 pages.
|
C. Suganya, M. Vijayakumar.
© 2024.
11 pages.
|
B. Harry, Vijayakumar Muthusamy.
© 2024.
19 pages.
|
Munise Hayrun Sağlam, Ibrahim Kirçova.
© 2024.
19 pages.
|
Elif Karakoç Keskin.
© 2024.
19 pages.
|
|
|