IJSER Home >> Journal >> IJSER
International Journal of Scientific and Engineering Research
ISSN Online 2229-5518
ISSN Print: 2229-5518 8    
Website: http://www.ijser.org
scirp IJSER >> Volume 3,Issue 8,August 2012
Reducing Cognitive Load using RLOs with Instructional Strategies
Full Text(PDF, )  PP.207-2I0  
Author(s)
Yen Nee Chong, Fauzy M. Wan, Seong Chong Toh
KEYWORDS
Cognitive Load Theory (CLT), Constructivist Learning Environment (CLE), Instructional Strategies, Instructivist Learning Environment (ILE), Mental Load, Mental Effort Rating Scale, Reusable Learning Object (RLO).
ABSTRACT
This study explores the effectiveness of Reusable Learning Objects (RLO) integrated with two instructional strategies to reduce cognitive load as measured by the Paas mental effort rating scale. The main intention for utilizing the RLO strategy is to create smaller chunks of information to help reduce cognitive load, thus enabling incremental consumption of processed information as advocated in a constructivist environment. The RLO strategy has illustrated similar functionality of the working memory as indicated in the Cognitive Load Theory (CLT). The information delivered through two different instructional strategies with the incorporation of the RLO was expected to enhance learning with the reduction of cognitive load as learning progressed. However, does the reduction of cognitive load really reduce the mental effort invested by learners during the learning process? The subject matter selected for the RLO strategy was the Malaysian Form One English Literature Component. There were 160 subjects who participated in this study. Participants self-rated themselves using the Paas mental effort rating scale to measure their mental effort investment in their posttest. The results showed no statistically significant differences of the mental efforts between the groups of students following both instructional strategies. However, the effectiveness of the instructional strategies may potentially help reduce extraneous cognitive load.
References
[1] I. Hamzah, A. Ismail, A.H. Tamuri, M.A. Embi & A.L. Maimun, “The Emergence of New Technology in Malaysian Smart Schools: Views of Islamic Education Teachers and Students,” The International Journal of Learning, vol. 16, no. 4, pp. 249-262, 2009.

[2] S.M. Thang, S.L. Ting & Jaafar, N.M., “Attitudes and Motivation of Malaysian Secondary Students towards learning English as s Second Language: A Case Study,” The Southeast Asian Journal of English Language Studies, vol. 17, no. 1, pp. 40-54, 2010.

[3] K.E. Tan & J. Miller, “Writing in English in Malaysian High Schools: The Discourse of Examinations,” Language and Education, vol. 21, no. 2, pp. 124-140, 2007.

[4] H. Yang, “On teaching strategies in second language acquisition,” US-China Education Review, vol. 5, no. 1, pp. 61-67, 2008.

[5] S.G. Magliaro, B.B. Lockee & J.K. Burton, “Direct Instruction Revisited: A Key Model for Instructional Technology,” Educational Technology Research &Development, vol. 53, no. 4,pp. 41–55, 2005.

[6] Cisco Systems, Reusable Information Object Strategy: Definition, creation overview, and guidelines. San Jose, CA: Cisco Systems, Inc, 1999.

[7] F. Paas, A. Renkl & J. Sweller, “Cognitive Load Theory: Instructional Implications of the Interaction between Information Structures and Cognitive Architecture,” Instructional Science, vol. 32, pp. 1–8, 2004.

[8] T. Van Gog & F. Paas, ”Instructional Efficiency: Revisiting the Original Construct in Educational Research,” Educational Psychologist, vol. 43, no. 1, pp. 16–26, 2008.

[9] J.J.G. van Merrienboer & J. Sweller, “Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions,” Educational Psychology Review, vol. 17, no. 2, pp. 147-177, 2005.

[10] E. Pollock, P. Chandler & J. Sweller, “Assimilating complex information,” Learning and Instruction, vol. 12, pp. 61–86, 2002.

[11] J. Sweller, “Cognitive Load Theory, Learning Difficulty and Instructional Design,” Learning and Instruction, vol. 4, pp. 295-312, 1994.

[12] F. Paas, “Training Strategies For Attaining Transfer Of ProblemSolving Skill In Statistics: A Cognitive-Load Approach,” Journal of Educational Psychology, vol. 84, pp. 429-434, 1992.

[13] D.H. Jonassen, Learning to Solve Problems: An Instructional Design Guide. San Francisco: Pfeiffer, 2004.

[14] J. Sweller, J.J.G. van Merrienboer & F. Paas, “Cognitive Architecture and Instructional Design,” Educational Psychology Review, vol. 10, no. 3, pp. 251-296, 1998.

[15] F. Paas, J.E. Tuovinen, H. Tabbers & P.W.M. Van Gerven, “Cognitive Load Measurement as a Means to Advance Cognitive Load Theory,” Educational Psychologist, vol. 38, no. 1, pp. 63–71, 2003.

Untitled Page