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Theoretical Frameworks in ACTA
Abstract
This chapter explores the foundational theories behind Applied Cognitive Task Analysis (ACTA), focusing on Cognitive Load Theory (CLT) and Situated Cognition. CLT is crucial for managing cognitive resources during learning and task execution by optimizing intrinsic, extraneous, and germane loads. This helps design effective instructional materials and training programs for better information processing and retention. Situated Cognition emphasizes the role of context and social interactions in learning, aligning with ACTA's focus on practical knowledge application in real-world settings. The chapter examines how these theories enhance understanding of cognitive processes and stress the need for personalized, context-rich learning experiences. By integrating qualitative insights, it highlights the value of capturing expert performance nuances often missed by quantitative methods. This theoretical foundation supports the application of ACTA across various fields, from education to industry, where improving cognitive performance is essential.
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