Multimedia Instruction for Individual and Collaborative Interactive Learning Environments: A Cognitive Load Approach

• In Event: Multiple Representations and Learning Environments

Abstract

This study sought to identify factors that optimize individual and collaborative cognitive processing in complex learning environments. Across two laboratory sessions, the effects of manipulating instructional sequence delivery (high vs. low cognitive load) and learning condition (individual vs. collaborative) were examined on retention and transfer of tutorial content. The tutorials prepared novices to use Cisco’s Aspire, a simulation-based game that teaches network engineers entrepreneurial and computer-networking skills. An instructional sequence by learning condition interaction was found on delayed learning measures. Individuals who received high load instruction experienced cognitive overload exceeding their cognitive capacity. Collaboration allowed students to manage cognitive load by processing information across their collective working memory. These findings support notions of individual and collective working memory processing differences.

Authors

• Priya K. Nihalani, The University of Texas - Austin

• Daniel H. Robinson, Colorado State University