Evaluating and managing cognitive load in educational games

Evaluating and Managing Cognitive Load in Games
Association (AERA), Division C-5: Learning Environments,
Chicago, IL.
Plass, J. L., Homer, B. D., Milne, C., Jordan, T.,
Kalyuga, S., Kim, M., & Lee, H. J. (in press).
Design factors for effective science simulations:
Representation of information. International
Journal of Gaming and Computer-Mediated
Simulations, 1(1).
Plass, J.L., Homer, B.D., Milne, C., Jordan, T.,
Kim, M., & Barrientos, J. (2007b, October). Representational
mode and cognitive load: Optimizing
the instructional design of science simulations.
Proceedings of the Annual Convention of the Association
for Educational Communication and
Technology, Anaheim, CA.
Plass, J.L., Toler, T., & Kalyuga, S. (2007). Evaluation
of learner cognitive load in interactive learning
environments using concurrent verbal protocols.
Submitted for publication.
Renkl, A., Atkinson, R.K., & Große, C.S. (2004).
How fading worked solution steps works—A
cognitive load perspective. Instructional Science,
32, 59-82.
Salden, R.J.C.M., Paas, F., Broers, N.J., & van
Merriënboer, J.J.G. (2004). Mental effort and performance
as determinants for the dynamic selection
of learning tasks in air traffic control training.
Instructional Science, 32, 153-172.
Salden, R.J.C.M., Paas, F., & van Merriënboer,
J.J.G. (2006). Personalized adaptive task selection in
air traffic control: Effects on training efficiency and
transfer. Learning and Instruction, 16, 350-362.
Schnotz, W., & Rasch, T. (2005). Enabling, facilitating,
and inhibiting effects of animations in
multimedia learning: Why reduction of cognitive
load can have negative results on learning. Educational
Technology Research and Development,
53, 47-58.
Shaffer, D.W. (2006). How computer games help
children learn. New York: Palgrave Macmillan.
Shiffrin, R., & Schneider, W. (1977). Controlled
and automatic human information processing: II.
Perceptual learning, automatic attending, and a general
theory. Psychological Review, 84, 127-190.
Steinberg, E.R. (1989). Cognition and learner
control: A literature review, 1977-1988. Journal of
Computer-Based Instruction, 16, 117-121.
Sweller, J. (1988). Cognitive load during problem
solving: Effects on learning. Cognitive Science,
12, 257-285.
Sweller, J. (2003). Evolution of human cognitive
architecture. In B. Ross (Ed.), The psychology of
learning and motivation (vol. 43, pp. 215-266). San
Diego, CA: Academic Press.
Sweller, J. (2004). Instructional design consequences
of an analogy between evolution by
natural selection and human cognitive architecture.
Instructional Science, 32, 9-31.
Sweller, J., van Merrienboer, J., & Paas, F. (1998).
Cognitive architecture and instructional design.
Educational Psychology Review, 10, 251-296.
Taylor, R.S., & Chi, M.T.H. (2006). Simulation
versus text: Acquisition of implicit and explicit
information. Journal of Educational Computing
Research, 35(3), 289-313.
TechSmith. (2007). Camtasia Studio 5. Retrieved
from http://www.techsmith.com/camtasia.asp
Tennyson, R.D. (1981). Use of adaptive information
for advisement in learning concepts and rules
using computer assisted instruction. American
Educational Research Journal, 18, 425-438.
Tennyson, R.D., & Breuer, K. (2002). Improving
problem solving and creativity through use
of complex-dynamic simulations. Computers in
Human Behavior, 18, 650-668.
Van Merriënboer, J., & Sweller, J. (2005). Cognitive
load theory and complex learning: Recent
developments and future directions. Educational
Psychology Review, 17, 147-177.
736