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Learners’ Cognitive Load When Using Educational Technology

Learners’ Cognitive Load When Using Educational Technology
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Author(s): Renae Low (University of New South Wales, Sydney, Australia), Putai Jin (University of New South Wales, Sydney, Australia) and John Sweller (University of New South Wales, Sydney, Australia)
Copyright: 2011
Pages: 20
Source title: Gaming and Simulations: Concepts, Methodologies, Tools and Applications
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-60960-195-9.ch708

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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.

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