1. 1 Wayne Leahy Outline Cognitive Load Theory (CLT) brief summary Research examples Current research experiment and directions

2. 2 CLT Limited cognitive capacity in working memory (our consciousness) for new or novel information (Cowan, 2001; Miller, 1956) Less if the information is complex

3. 3 No element interaction 3 8 1 4 7 3 5 8 9 5 2 5 3 1 7 5 2 9 5 6

4. 4 element interaction 24 X 5

5. 5 24 X 5 = 120

6. 6 432 X 7

7. 7 432 X 7= 3024

8. 8 23415 X 8

9. 9 23415 X 8 = 187320

10. 10 Excessive working memory loads can be generated during performance of complex tasks eg:- learning maths/science/language procedures working within ICT eg visual-spatial displays both static and animated (reading a timetable/graph) learning how to use a computer spreadsheet Redesigning of instructional material

11. 11 Research Studies in primary schools Quantitative and some qualitative methods (verbal protocols “think alouds” / secondary task analysis) Instructing/testing on a one to one basis Moving on to more authentic? environments - whole class

12. 12 Conducted published research in:- Modality effect Expertise reversal effect Imagination effect (type of mental rehearsal-self explanation effect) Split attention and redundancy effects Instructional diagrams

13. 13 Element interactivity

14. 14

15. 15

16. 16

17. 17 Preliminary experiment extending previous studies on modality effect. Whole class basis. Is it best to learn by:- 1.visual only (textbox ins.) presented graphs or 2.audio/visual (no textbox) presented graphs while using a mental rehearsal strategy?

18. 18

19. 19

20. 20 Methodology Previous small pilot study (content/slide timing) Participants: Twenty four Yr 6 randomly assigned to 2 groups of twelve Both groups had a 10 minute presentation by PowerPoint

21. 21 Pre-instructions on how to mentally rehearse Series of slides including blanks with 4 sequenced worked examples slide - blank - slide Mentally rehearse in blank slide time

22. 22

23. 23

24. 24

25. 25

26. 26

27. 27

28. 28 Instructions (worked examples) a mixture of higher and lower element interactivity content Common pen and paper test of 15 questions (equal time) 7 tapping lower interactivity knowledge eg What temperature was it on Monday at 1pm? 8 tapping higher interactivity knowledge eg At what time and what day was there a temperature of 34C before falling to 29C in 1 hr?

29. 29

30. 30 Analysis of test results (2 group X 2 element int) ANOVA with repeated measures on last factor N = 24, n = 12 Sig. interaction F(1,22) = 10.60, p <.01 MSe = 223.76

31. 31 RESULTS Yr 6 Interpreting a temperature graph using a mental rehearsal strategy 58% Vis H 33% A/v L

32. 32 Visual Overall Mean: 72.9% Mean L 87.5% H 58.3% SD11.9 25.4 A/V Overall Mean: 61.9% Mean L 90.6% H 33.3% SD 7.7 23.0 (High) F(22)= 6.35, MSE = 589.85, p =.019

33. 33 Before experiment hypothesis- not sure – a/v superior? Visual only better - auditory processing more difficult to mentally rehearse Auditory too long? Next experiment replicate and fragment sequence with shorter audio (and text) segments Difficult in all mental rehearsal experiments to evaluate strategy Collect verbal protocols A small sample Future research in the “testing effect” Mayer (2009)

34. 34 Variation on the test effect from Mayer (2009) worked examples group worked examples + problems group worked examples + imagination group

35. 35 THANK YOU! Questions or comments ?