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Greater cognitive effort for better learning : tailoring an instructional design for learners with different levels of knowledge and motivation

Kuldas, Seffetullah, Satyen, Lata, Ismail, Hairul Nizam and Hashim, Shahabuddin 2014, Greater cognitive effort for better learning : tailoring an instructional design for learners with different levels of knowledge and motivation, Psychologica Belgica, vol. 54, no. 4, pp. 350-373.

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Title Greater cognitive effort for better learning : tailoring an instructional design for learners with different levels of knowledge and motivation
Author(s) Kuldas, Seffetullah
Satyen, LataORCID iD for Satyen, Lata orcid.org/0000-0001-5385-4251
Ismail, Hairul Nizam
Hashim, Shahabuddin
Journal name Psychologica Belgica
Volume number 54
Issue number 4
Start page 350
End page 373
Total pages 24
Publisher Ubiquity Press
Place of publication London, England
Publication date 2014
ISSN 0033-2879
Summary The capacity limitation of working memory is a widely recognised determinant of human learning. A cognitive load exceeding the capacity hampers learning. Cognitive load can be controlled by tailoring an instructional design to levels of learner prior knowledge. However, such as design does not necessarily motivate to use the available capacity for better learning. The present review examines literatures on the effects of instructional design, motivation, emotional state, and expertise level on cognitive load and cognitive effort, which ultimately affect working memory performance and learning. This examination suggests further studies on the effects of motivation and negative emotional states on the use of working memory. Prospective findings would help better explain and predict individual differences in the use of working memory for cognitive learning and task performance.
Language eng
Field of Research 119999 Medical and Health Sciences not elsewhere classified
Socio Economic Objective 970117 Expanding Knowledge in Psychology and Cognitive Sciences
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2014, Ubiquity Press
Persistent URL http://hdl.handle.net/10536/DRO/DU:30065454

Document type: Journal Article
Collection: School of Psychology
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Created: Thu, 21 Aug 2014, 14:33:42 EST by Jane Moschetti

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