Wednesday, June 26, 2013
|8:30||9:00||Coffee & Registration|
André Tricot & Franck Amadieu
Michel Fayol, University of Clermont-Ferrand, France
Load in writing
Session Cognitive Load Management
Exploring how primary school students self-manage cognitive Load
Completion of partially worked-out examples as a generation strategy for improving monitoring accuracy
Does timing of concept map construction increase self-evaluation accuracy and decrease cognitive overload?
Animations vs. static pictures: The impact of the presence and content of narrations
Adjusting animation’s presentation speed to enhance memorization of tactical movement in soccer
Does adding gestures to both instructional animations and statics improve learning human motor skills?
How to foster mental animation? An ATI-study focusing on spatial ability and cognitive load
Impact of gesture and facial expression of animated pedagogical agent on persona and cognitive efficiency
Session Cognitive Load Measures
EEG frequency band power and pupil dilation as measures of cognitive load in hyperlink-like selection processes during text reading
Event related fluctuation analysis of pupil area, mental workload, and the virtual hand illusion
Cognitive load in learning statistics
Alpha- and theta-frequencies as indicators for optimal cognitive load during learning
Session Sequencing Instruction
Learning with (complex) text and pictures: How much instructional support is useful?
Concept mapping in a hypertext environment: Starting by reading text sections or building a map?
Cognitive load and sequencing instruction
Optimising layered integrated instructional design through the application of cognitive load theory
From a cognitive load perspective: Investigating the impact of the transient information effect when recalling simple and detailed facts