Goal Configurations and Processing Strategies as Moderators Between Instructional Design and Cognitive Load: Evidence From Hypertext-Based Instruction
Year: 2003
Type: article
Abstract: In this article, we propose some augmentations of cognitive load theory (CLT) inspired by evidence from hypertext-based instruction. In particular, we focus on the role of goal configurations and processing strategies as moderators between instructional design and cognitive load. First, we describe pivotal assumptions of CLT and conceptual shortcomings related to these assumptions. Second, we review evidence from our own hypertext-based research that gives reasons for integrating configurations of teacher goals, learner goals, as well as processing strategies into CLT. These augmentations of CLT are necessary to account for the rather weak relation between instructional design and pattern of cognitive load that shows up in the context of self-controlled learning. CLT, augmented with the notion of learner control, can now better serve as a theoretical foundation for the design of hypertext-based instruction.
Source: Educational Psychologist
Authors: Peter Gerjets, Katharina Scheiter
Institution: University of Tübingen
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W2136090849