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

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journal contribution
posted on 2014-01-01, 00:00 authored by S Kuldas, Lata SatyenLata Satyen, H Ismail, S Hashim
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.

History

Journal

Psychologica Belgica

Volume

54

Pagination

350-373

Location

London, England

Open access

  • Yes

ISSN

0033-2879

Language

eng

Publication classification

C1 Refereed article in a scholarly journal

Copyright notice

2014, Ubiquity Press

Issue

4

Publisher

Ubiquity Press

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