Browse > Article
http://dx.doi.org/10.17496/kmer.2010.12.2.027

Cognitive Load and Instructional Design in Medical Education  

Oh, Sun A (Dept. of Medical Education, Chonnam National University Medical School)
Kim, Yeon Soon (Candidate, Dept. of Education, Chonnam National University Medical School)
Chung, Eun Kyung (Dept. of Medical Education, Chonnam National University Medical School)
Publication Information
Korean Medical Education Review / v.12, no.2, 2010 , pp. 27-33 More about this Journal
Abstract
The purpose of this study was to review the definition of cognitive load (CL), the relationship between CL and instructional design, and to provide a viewpoint of CL in curriculum and instructional design in medical education. Cognitive load theory (CLT) makes use of three hypotheses about the structure of human memory: working memory (WM) is limited in terms of the amount of information it can hold, in contrast with WM, long term memory is assumed to have no limits and organizes information as schemata. CL indicates the mental load on the limitation of WM. CLT has been used to design instructional interventions that help to ease the learning process. Extraneous CL is related to irrelevant instructional interventions, while intrinsic CL is the complexity of the information itself. Germane CL is the cognitive process for acquiring schema formation. It is a necessary CL to achieve deeper comprehension and solve problems. The range of medical education includes complex, multifaceted and knowledge-rich domains with clinical skills and attitudes. Therefore, CLT may be used to guide instructional design in medical education in terms of decreasing extraneous CL, adjusting intrinsic CL and enhancing the germane CL.
Keywords
Cognitive Load Theory; Intrinsic Cognitive load; Extraneous Cognitive Load; Germane Cognitive Load; Instructional Design; Medical Education;
Citations & Related Records
연도 인용수 순위
  • Reference
1 김회수 (2002). 하이퍼텍스트에서 탐색도구들의 작동기억 부하량과 부하량 감소에 대한 상대적 효과. 교육정보미디어연구, 8(3), 189-218.
2 오선아, 김연순 (2006). 선행조직자 유형이 학업성취도와 작동기억 인지부하에 미치는 효과. 교육공학연구, 22(4), 55-82.
3 오선아, 김회수 (2003). 멀티미디어 보조학습에서 정보제시 유형이 작동기억 부하에 미치는 효과. 교육정보미디어연구, 9(2), 77-99.
4 Baddeley, A. D. (1986). Working memory. Oxford: Clarendon Press. 224-253.
5 Baddeley, A. D. (1998). Working memory. Life Science, 321, 167-173
6 Bannert (2002). Managing cognitive load: Recent trends in cognitive load theory. Learning and Instruction, 12: 139-146.   DOI   ScienceOn
7 Corbalan, G., Kester, L., & Merrënboer, J. J. G. (2009). Dynamic task selection: Effects of feedback and learner control on efficiency and motivation. Learning and Instruction, 19, 455-465.   DOI   ScienceOn
8 De Jong, T. (2009). Cognitive load theory, educational research, and instructional design: Some food for thought. Instructional Science, 38(2), 105-134.
9 Gerjets, P., Scheiter, K., & Schuh, J. (2008). Information comparisons in example-based hypertext environments: supporting learners with processing prompts and an interactive comparison tool. Educational Technology, Research & Development, 56, 73-92.   DOI   ScienceOn
10 Hollender, N., Hofmann, C., Deneke, M., & Schmitz, B. (2010). Integrating cognitive load theory and concepts of human-computer interaction. Computers in Human Behavoir, 26, 1278-1288.   DOI   ScienceOn
11 Kalyuga, S., Chandler, P., & Sweller, J. (1998). Levels of expertise ad instructional design. Human Factors, 40, 1-17.   DOI   ScienceOn
12 Kalyuga, S., Chandler, P., & Sweller, J. (2000). Incorporating learner experience into the design of multimedia instruction. Journal of Educational Psychology, 92(1), 126-136.   DOI
13 Kirschner, P., A. (2002) Cognitive load theory: implications of cognitive load theory on the design of learning. Learning and Instruction, 12. 1-10. Journal of Educational Psychology, 81(4), 715-726.
14 Mayer, R. E., & Gallini, J. K. (1990). When is an illustration worth ten thousand words?
15 Mayer, R. E., & Moreno, R. (1998). A split-attention effect in multimedia learning: Evidence for dual processing system in working memory. Journal of Educational Psychology, 90(2), 312-320.   DOI
16 Mayer, R. E., & Moreno, R. (2002). Aids to computerbased multimedia learning. Learning and Instruction.12,107-119.   DOI   ScienceOn
17 Mayer, R. E. & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychology. 38, 43-52.   DOI
18 Merrenboer, J. J. G., & Ayres, P. (2005). Research on cognitive load theory and its design implementations for elearning. Educational Technology Research & Development, 53(3), 5-13.   DOI
19 Merrienboer, J. J. G. & Sweller, J. (2005). Cognitive load theory and complex learning: Recent developments and future directions. Educational Psychology Review, 17(2). 147-177   DOI   ScienceOn
20 Moreno, R. & Mayer, R. E. (2000). Coherence effect in multimedia learning: The case for minimizing irrelevant sounds in the design of multimedial instructional messages. Journal of Educational Psychology, 92(1), 117-125.   DOI
21 Oh, S. A., Kim, H. S., Chung, E. K. & Kim, H.S. (2009). Effects of different advance organizers on metal model construction and cognitive load decrease. Educational Technology International, 10(2), 145-166.
22 Patel, V. L., Yoskowitz, N. A., Arocha, J. F. & Shortliffe, E. H. (2009). Cognitive and learning sciences in biomedical and health instructional design: A review with lessons for biomedical informatics education. Journal of Biomedical Informatics, 42, 176-197.   DOI   ScienceOn
23 Pollock, E., Chandler, P., & Sweller, J. (2002). Assimilating complex information. Learning and Instruction, 12, 61-86.   DOI   ScienceOn
24 Schnotz, W., & Kürschner, C. (2007). A reconsideration of congitive load theory. Educational Psychology Review, 19(4), 469-508.   DOI   ScienceOn
25 Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12, 257-285.   DOI   ScienceOn
26 Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and Instruction, 4, 295-312.   DOI   ScienceOn
27 Sweller, J., van Merrienboer, J. J. G., & Paas, F. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10, 251-296.   DOI   ScienceOn
28 Wilson, E. A. H. & Wolf, M. (2009). Working memory and the design of health materials: A cognitive factors perspective. Patient Education and Counseling, 74, 318-322.   DOI   ScienceOn