Evaluating and managing cognitive load in educational games

More documents

Recommendations

Info

Evaluating and Managing Cognitive Load in Games rEFErENcEs Baddeley, A.D. (1986). Working memory. New York: Oxford University Press. Bell, B.S., & Kozlowski, S.W.J. (2002). Adaptive guidance: Enhancing self-regulation, knowledge, and performance in technology-based training. Personnel Psychology, 55, 267-306. Brünken, R., Plass, J. L., & Leutner, D. (2003). Direct measurement of cognitive load in multimedia learning. Educational Psychologist, 38, 53-61. Brünken, R., Plass, J. L., & Leutner, D. (2004). Assessment of cognitive load in multimedia learning with dual-task methodology: Auditory load and modality effects. Instructional Science, 32, 115-132. Brünken, R., Steinbacher, S., Plass, J. L., & Leutner, D. (2002). Assessment of cognitive load in multimedia learning using dual-task methodology. Experimental Psychology, 49, 109-119. Camp, G., Paas, F., Rikers, R., & van Merriënboer, J.J.G. (2001). Dynamic problem selection in air traffic control training: A comparison between performance, mental effort, and mental efficiency. Computers in Human Behavior, 17, 575-595. Chi, M., Glaser, R., & Rees, E. (1982). Expertise in problem solving. In R. Sternberg (Ed.), Advances in the psychology of human intelligence (pp. 7-75). Hillsdale, NJ: Lawrence Erlbaum. Clarke, T., Ayres, P., & Sweller, J. (2005). The impact of sequencing and prior knowledge on learning mathematics through spreadsheet applications. Educational Technology Research and Development, 53, 15-24. Ericsson, K.A., & Kintsch, W. (1995). Long-term working memory. Psychological Review, 102, 211-245. Ericsson, K.A., & Simon, H.A. (1984). Protocol analysis. Cambridge, MA: MIT Press. Federico, P.-A. (1999). Hypermedia environments and adaptive instruction. Computers in Human Behavior, 15, 653-692. Gee, J.P. (2003). What video games have to teach us about learning and literacy. New York: Palgrave Macmillan. Kalyuga, S. (2005). Prior knowledge principle. In R. Mayer (Ed.), Cambridge handbook of multimedia learning (pp. 325-337). New York: Cambridge University Press. Kalyuga, S. (2006a). Expert-novice differences and design of adaptive multimedia. In G. Ghinea & S. Chen (Eds.), Digital multimedia perception and design (pp. 206-223). Hershey, PA: Idea Group. Kalyuga, S. (2006b). Instructing and testing advance learners: A cognitive load approach. New York: Nova Science. Kalyuga, S. (2006c). Assessment of learners’ organized knowledge structures in adaptive learning environments. Applied Cognitive Psychology, 20, 333-342. Kalyuga, S. (2007). Expertise reversal effect and its implications for learner-tailored instruction. Educational Psychology Review, 19, 387-.399. Kalyuga, S., Plass, J. L., Homer, B., Milne, C., & Jordan, T. (2007, March 24-26). Managing cognitive load in computer-based simulations for science education. Proceedings of the International Conference on Cognitive Load, Sydney, Australia. Kalyuga, S., & Sweller, J. (2004). Measuring knowledge to optimize cognitive load factors during instruction. Journal of Educational Psychology, 96, 558-568. Kalyuga, S., & Sweller, J. (2005). Rapid dynamic assessment of expertise to improve the efficiency of adaptive e-learning. Educational Technology Research and Development, 53, 83-93. 734
Evaluating and Managing Cognitive Load in Games Kotovsky, K., Hayes, J.R., & Simon, H.A. (1985). Why are some problem hard? Evidence from Tower of Hanoi. Cognitive Psychology, 17, 248-294. Lee, H., Plass, J.L., & Homer, B.D. (2006). Optimizing cognitive load for learning from computerbased science simulations. Journal of Educational Psychology, 98, 902-913. Leutner, D. (1993). Guided discovery learning with computer-based simulation games: Effects of adaptive and non-adaptive instructional support. Learning and Instruction, 3, 113-132. Lim, C.P., Nonis, D., & Hedberg, J. (2006). Gaming in a 3D multiuser virtual environment: Engaging students in science lessons. British Journal of Educational Technology, 37, 211-231. Mayer, R.E. (Ed.). (2005). Cambridge handbook of multimedia learning. New York: Cambridge University Press, Mayer, R., Mautone, P.D., & Prothero, W. (2002). Pictorial aids for learning by doing in a multimedia geology simulation game. Journal of Educational Psychology, 94, 171-185. Miller, G.A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63, 81-97. Miyake, A., & Shah, P. (Eds.). (1999). Models of working memory: Mechanisms of active maintenance and executive control. Cambridge, England: Cambridge University Press. Moreno, R. (2004). Decreasing cognitive load for novice students: Effects of explanatory versus corrective feedback on discovery-based multimedia. Instructional Science, 32, 99-113. Moreno, R., & Duran, R. (2004). Do multiple representations need explanations? The role of verbal guidance and individual differences in multimedia mathematics learning. Journal of Educational Psychology, 96, 492-503. Nelson, B. (2007). Exploring the use of individualized, reflective guidance in an educational multi-user virtual environment. Journal of Science Education and Technology, 16, 83-97. Nelson, B., Ketelhut, D.J., Clarke, J., Bowman, C., & Dede, C. (2005). Design-based research strategies for developing a scientific inquiry curriculum in a multi-user virtual environment. Educational Technology, 45, 21-34. Nelson, B., Ketelhut, D.J., Clarke, J., & Dieterle, E. (in press). Educational multi-learner virtual environments as platforms for situated inquiry. In D. Robinson & G. Schraw (Eds.), Recent innovations in educational technology that facilitate student learning. Charlotte, NC: Information Age. Newell, A., & Simon, H.A. (1972). Human problem solving. Englewood Cliffs, NJ: Prentice Hall. Nielsen, J. (2000). Designing Web usability: The practice of simplicity. Indianapolis: New Riders. Nielsen, J. (1995). Multimedia and hypertext: The Internet and beyond. Boston: AP Professional. Niemec, P., Sikorski, C., & Walberg, H. (1996). Learner-control effects: A review of reviews and a meta-analysis. Journal of Educational Computing Research, 15, 157-174. Paas, F., Tuovinen, J., Tabbers, H., & van Gerven, P. (2003). Cognitive load measurement as a means to advance cognitive load theory. Educational Psychologist, 38, 63-71. Peterson, L., & Peterson, M. (1959). Short-term retention of individual verbal items. Journal of Experimental Psychology, 58, 193-198. Plass, J.L., Goldman, R., Flanagan, M., Diamond, J., Song, H., Rosalia, C., & Perlin, K. (2007a). RA- PUNSEL: How a computer game designed based on educational theory can improve girls’ self-efficacy and self-esteem. Proceedings of the 2007 Annual Meeting for the American Educational Research 735
Page 1 and 2: Handbook of Research on Effective E
Page 3 and 4: 719 Chapter XLI Evaluating and Mana
Page 5 and 6: Evaluating and Managing Cognitive L
Page 17: Evaluating and Managing Cognitive L
Page 21: Evaluating and Managing Cognitive L

Evaluating and managing cognitive load in educational games

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?