Audiobooks and Cognitive Load
Susan Prion, Mathew Mitchell, University of San Francisco, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Las Vegas, Nevada, USA ISBN 978-1-880094-66-2 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
Cognitive load theory (CLT) has been the theoretical framework for much of the research into multimedia learning over the past fifteen years. CLT is especially useful for understanding why meaningful learning is difficult to achieve. The inherent problem of achieving meaningful learning in any field can be understood in relation to the very limited processing capacity of working memory. CLT posits that working memory capacity can be explained by three different types of processing demands: intrinsic, extrinsic and germane load. In this article, the authors propose a model for understanding how audiobook learning packages (ALPs) can be effective in maximizing working memory capacity through efficient management of the three types of cognitive load. The model proposes five potential approaches to manage cognitive load for learners: focus, convenience, scaffolding, self-regulation and active learning.
Prion, S. & Mitchell, M. (2008). Audiobooks and Cognitive Load. In C. Bonk, M. Lee & T. Reynolds (Eds.), Proceedings of E-Learn 2008--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1917-1926). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE).
© 2008 Association for the Advancement of Computing in Education (AACE)