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Direct linkCheon, Jongpil; Grant, Michael M. – Educational Technology Research and Development, 2012
The purpose of this study was to examine the effects of a metaphorical interface on germane cognitive load in Web-based instruction. Based on cognitive load theory, germane cognitive load is a cognitive investment for schema construction and automation. A new instrument developed in a previous study was used to measure students' mental activities…
Descriptors: Instructional Development, Cues, Web Based Instruction, Computer Assisted Instruction
Peer reviewedLin, Xiaodong – Educational Technology Research and Development, 2001
Proposes a framework for thinking about how metacognition research might apply to design activities. Examines two basic approaches to supporting metacognition: strategy training, and creation of a supportive social environment for metacognition. Identifies two kinds of content that are taught using these two approaches: knowledge about a specific…
Descriptors: Cognitive Processes, Educational Research, Instructional Design, Instructional Development
Peer reviewedNadolski, Rob J.; Kirschner, Paul A.; van Merrienboer, Jeroen J. G.; Hummel, Hans G. K. – Educational Technology Research and Development, 2001
Presents a two-phase instructional design model that focuses on optimizing step size in whole-task approaches to learning complex, mainly non-recurrent, cognitive skills. Step size in a multiple-step whole-task approach-needed for the process worksheets-is determined on the basis of estimated part-task complexity. A developmental study of the…
Descriptors: Cognitive Processes, Competency Based Education, Educational Development, Instructional Design
