Thursday, June 27

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


11:25 13:05 Session Worked Examples

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


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


15:45 16:45 Session Element Interactivity

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