Thursday, June 27 | 6th International Cognitive Load Theory Conference

Thursday, June 27, 2013
8:30	9:00	Coffee
9:00	09:45	Keynote Speaker Dan Robinson, Colorado State University, USA *Making tasks desirably difficult vs. reducing extraneous cognitive load*
09:45	11:05	Session Expert-Novice Comparison ChairCognitive load and performance in a dynamic hazard perception test: An expert-novice comparison Sarah Malone & Roland Brünken, Saarland University, Germany Expertise and effects of digital dictionary format on EFL reading comprehension Melissa Hui-Mei Fan, Tzu-Chien Liu, & Yu-Ying Liang, National Central University, Taiwan The effect of instructional support and prior knowledge on students’ performance and cognitive biases Loredana Mihalca, Christoph Mengelkamp, Wolfgang Schnotz, & Fred Paas, University of Koblenz-Landau and University of Wuerzburg, Germany and Erasmus University Rotterdam, the Netherlands Rest duration between sequential tasks: A cognitive load perspective Ronnie Taib, Natalie Ruiz, Ling Luo, & Fang Chen, NICTA, Australia
11:05	11:25	*Break*
11:25	13:05	Session Worked Examples Chair Enhancing learning of physics principles in example-based instruction Chih-Yi Hsu, Slava Kalyuga, & John Sweller, University of New South Wales, Australia The integration of worked examples, problem solving and mastery goal oriented statement Ellen (Hee Min) Lee, Paul Ayres, & Kerry Barnett, University of New South Wales, Australia Effects of study intention and creating video-based modeling examples on learning and transfer Vincent Hoogerheide, Sofie Loyens, & Tamara van Gog, Erasmus University Rotterdam, The Netherlands Testing the testing effect with worked examples Tamara van Gog, Liesbeth Kester, Kim Dirkx, & Vincent Hoogerheide, Erasmus University Rotterdam and Open University of The Netherlands, The Netherlands A hypothesised reversal of the test effect Wayne Leahy & John Sweller, Macquarie University and University of New South Wales, Australia
13:05	14:00	*Lunch*
14:00	15:30	Parallel Thematic Short Paper PresentationsTheme 1: CLT and Learning LanguageCognitive load in learning Chinese language Jimmie Leppink, & Ya Ping (Amy) Hsiao, Maastricht University, The Netherlands Using cognitive load theory to improve text comprehension for pupils with dyslexia Geneviève Vandenbroucke, University of Toulouse, France The effect of line length on eye-fixation in reading tasks Je-woong Moon & Jeeheon Ryu, Chonnam National University, Republic of Korea Implication of whole-word processing in orthographic learning Nathalie Chaves & Marie-Line Bosse, University of Toulouse and University of Grenoble, France Theme 2: Cognitive load and attention allocation Measuring simultaneous sources of cognitive load within a mobile learner Robin Deegan, Cork Institute of Technology, Ireland Can self-evaluation of cognitive processes predict mental effort and task difficulties: Validation of cognitive load measures Sun Kim & Jeeheon Ryu, Chonnam National University, Republic of Korea The effects of “cueing” on spoken text in the mobile learning environment Yu-Chen Kuo, Yi-Chun Lin, & Tzu-Chien Li, National Central University, Taiwan How novice and expert texters write SMS in dual task situation? Céline Combes, Olga Volckaert-Legrier, & Pierre Largy, University of Toulouse, France Effects of gestures on attention allocation, performance and cognitive load Kim Ouwehand, Tamara van Gog, & Fred Paas, Erasmus University Rotterdam, The Netherlands Theme 3: CLT Effects The imagination effect when learning linguistic material Olga Ignatova, Slava Kalyuga, & John Sweller, University of New South Wales, Australia The effects of presentation orders of worked and problems on third grader’s learning area concept in a digital learning environment Huei-Min Wu, Hui-Chuan Huang, Shyh-Chii Tzeng, You-Jia Huang, & Ning-Chun Tan, Fo Guang University, National Taipei University of Education, Taiwan Cognitive loads in proportional reasoning: Randomized control design involving worked examples Brendan Bentley, Mohan Chinnappan, & Greg Yates, University of South Australia The effect of step guidance in teaching mathematics Sahar Bokosmaty, University of Wollongong, Australia Allowing learners to adapt diagrams to self-manage split attention Shirley Agostinho, Sharon Tindall-Ford, & Sahar Bokosmaty, University of Wollongong, Australia Theme 4: Learning with information technologies The effect of stereoscopic technology on college students: In terms of cognitive load theory Sheng-Yao Tai, Yi-Chun Lin, & Tzu-Chien Liu, National Central University, Taiwan Concept mapping in a hypertext environment: Impact of concept picture presentation and spatiality of the domain Mylène Sanchiz, Franck Amadieu, & Julie Lemarié, University of Toulouse, France Multimedia learning in the UAE: A cognitive load perspective Jase Moussa-Inaty & Fida Attalah, Zayed University, The United Arab Emirates Macrostructural consistency between previous learning and concept mapping: Impacts on performance and cognitive load Simon Marquez, Franck Amadieu, & Aline Chevalier, University of Toulouse, France Exploring the effects of degree of interactivity on simulation based learning environment Ing-Ling Lin, Yi-Chun Lin, & Tzu-Chien Liu, National Central University, Taiwan
15:30	15:45	*Break*
15:45	16:45	Session Element Interactivity Chair Element interactivity effect associated with balance and inverse methods in equation solving Bing Hiong Ngu, University of New England, Australia Task complexity and adaptive instruction: Some experimental findings of the isolated-interactive elements effect Paul Blayney, Slava Kalyuga, & John Sweller, University of Sydney and University of New South Wales, Australia Using primary knowledge to enhance problem solving in secondary domains Amina Youssef-Shalala, Paul Ayres, & John Sweller, University of New South Wales, Australia A comparison of different design when using the isolated-elements strategy Dominique Bellec, André Tricot, & Paul Ayres, University of Toulouse, France and University of New South Wales, Australia
19:00		Social event: Wine and Cheese Tasting