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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  
Yen Nee Chong, Fauzy M. Wan, Seong Chong Toh
Cognitive Load Theory (CLT), Constructivist Learning Environment (CLE), Instructional Strategies, Instructivist Learning Environment (ILE), Mental Load, Mental Effort Rating Scale, Reusable Learning Object (RLO).
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.
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