Wednesday, June 26

Wednesday, June 26, 2013

8:30 9:00 Coffee & Registration
9:00 9:15 Welcome Reception
André Tricot & Franck Amadieu
9:15 10:00 Keynote Speaker
Michel Fayol, University of Clermont-Ferrand, France

Load in writing

10:00 11:00

Session Cognitive Load Management

Exploring how primary school students self-manage cognitive Load
Chloe Gordon, Sharon Tindall-Ford, & Shirley Agostinho, University of Wollongong, Australia

Completion of partially worked-out examples as a generation strategy for improving monitoring accuracy
Martine Baars, Sandra Visser, Tamara van Gog, Anique de Bruin, & Fred Paas, Erasmus University Rotterdam and Maastricht University, The Netherlands

Does timing of concept map construction increase self-evaluation accuracy and decrease cognitive overload?
Adeline Maillard, Ladislav Motak, , Jean-Christophe Sakdavong, Caroline Dupeyrat, & Nathalie Huet, University of Toulouse, France

11:00 11:20


11:20 12:40

Session Animations

Animations vs. static pictures: The impact of the presence and content of narrations
Ferdinand Stebner, Dominik Rumlich & JoachimWirth, Ruhr-University Bochum, and University of Duisburg-Essen, Germany

Adjusting animation’s presentation speed to enhance memorization of tactical movement in soccer
Aïmen Khacharem, Bachir Zoudji, Ingrid Spanjers, Slava Kalyuga, & Hubert Ripoll, Aix-Marseille University and University of Valenciennes, France, Maastricht University, The Netherlands and University of New South Wales, Australia

Does adding gestures to both instructional animations and statics improve learning human motor skills?
Nadine Marcus, Paul Ayres, & Nalin Surender Narang, University of New South Wales, Australia

How to foster mental animation? An ATI-study focusing on spatial ability and cognitive load  
Babette Park, Stefan Münzer, Tina Seufert, & Roland Brünken, Saarland University, University of Mannheim, and University of Ulm, Germany

Impact of gesture and facial expression of animated pedagogical agent on persona and cognitive efficiency
Jeeheon Ryu & Jeehee Yu, Chonnam National University, Korea

13:00 14:00


14:00 15:40

Session Cognitive Load Measures

EEG frequency band power and pupil dilation as measures of cognitive load in hyperlink-like selection processes during text reading
Christian Scharinger, Yvonne Kammerer, & Peter Gerjets, University Tübingen, Germany

Event related fluctuation analysis of pupil area, mental workload, and the virtual hand illusion
Miriam Reiner & Tatiana M. Gelfeld, Technion Institute of Technology, Israel

Cognitive load in learning statistics
Jimmie Leppink, Maastricht University, The Netherlands

Alpha- and theta-frequencies as indicators for optimal cognitive load during learning
Carina Walter, Stephanie Schmidt, Wolfgang Rosenstiel, Martin Bogdan, & Peter Gerjets, University Tübingen and University of Leipzig, Germany

15:40 16:00


16:00 17:40

Session Sequencing Instruction

Learning with (complex) text and pictures: How much instructional support is useful?
Maria Opfermann, Annett Schmeck, & Detlev Leutner, University of Duisburg-Essen, Germany

Concept mapping in a hypertext environment: Starting by reading text sections or building a map?
Franck Amadieu, Julien Cegarra, Pierre-Vincent Paubel, Julie Lemarié, Aline Chevalier, & Ladislao Salmeron, University of Toulouse, France and University of Valencia, Spain

Cognitive load and sequencing instruction
Jeroen van Merriënboer, Hisham Mirghani, & Anique de Bruin, Maastricht University, The Netherlands

Optimising layered integrated instructional design through the application of cognitive load theory
Abdallah Alasraj, Mark Freeman, & Paul Chandler, University of Wollongong, Australia

From a cognitive load perspective: Investigating the impact of the transient information effect when recalling simple and detailed facts
Anne-Marie Singh, Paul Ayres, & Nadine Marcus, University of New South Wales, Australia