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Title:
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MANAGING COGNITIVE LOAD IN INSTRUCTIONAL SIMULATIONS |
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Author(s):
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Slava Kalyuga , Jan Plass |
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ISBN:
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978-972-8924-42-3 |
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Editors:
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Miguel Baptista Nunes and Maggie McPherson (series editors: Piet Kommers, Pedro Isaías and Nian-Shing Chen) |
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Year:
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2007 |
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Edition:
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Single |
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Keywords:
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Instructional simulations, cognitive load, prior knowledge, learner support |
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Type:
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Full Paper |
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First Page:
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27 |
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Last Page:
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35 |
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Language:
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English |
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Cover:
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Full Contents:
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click to dowload 
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Paper Abstract:
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High levels of learner cognitive load could be responsible for instructional failures of many simulations. The paper
analyzes representational formats for input parameters and levels of instructional guidance as important factors that may
differentially influence effectiveness of simulations for learners with various levels of prior knowledge. Traditional
symbolic representational formats were compared with iconic versions that contained additional situated graphics to
represent the various elements of the physical environment (e.g. flames to represent temperature, weights to represent
pressure, etc.). Empirical data from studies comparing different formats of simulations for learning gas laws in highschool
chemistry is used to support the theoretical model. |
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