Uncovering cognitive processes: Different techniques that can contribute to cognitive load research and instruction

  • Authors:

  • Tamara van Gog;Liesbeth Kester;Fleurie Nievelstein;Bas Giesbers;Fred Paas

  • Affiliations:

  • Center for Learning Sciences and Technologies, Open University of The Netherlands, P.O. Box 2960, 6401 DL Heerlen, The Netherlands;Center for Learning Sciences and Technologies, Open University of The Netherlands, P.O. Box 2960, 6401 DL Heerlen, The Netherlands;Center for Learning Sciences and Technologies, Open University of The Netherlands, P.O. Box 2960, 6401 DL Heerlen, The Netherlands;Faculty of Economics and Business Administration, Maastricht University, The Netherlands;Center for Learning Sciences and Technologies, Open University of The Netherlands, P.O. Box 2960, 6401 DL Heerlen, The Netherlands and Psychology Department, Erasmus University Rotterdam, The Neth ...

  • Venue:
  • Computers in Human Behavior
  • Year:
  • 2009

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Abstract

This article discusses the use of different techniques for uncovering cognitive processes, for research and instructional purposes: verbal reporting, eye tracking, and concept mapping. It is argued here that applying these techniques in research inspired by cognitive load theory may increase our understanding of how and why well-known effects of instructional formats come about (e.g., split-attention, redundancy, or worked example effects) and refine or corroborate the proposed theoretical underpinnings of such effects. This knowledge can inform instructional design, and moreover, the effects of these techniques on learning can also be direct, by embedding the techniques in instruction.