Header logo is


no image
Load-inducing factors in instructional design: Process-related advances in theory and assessment

Wirzberger, M.

TU Chemnitz, 2019 (phdthesis)

This thesis addresses ongoing controversies in cognitive load research related to the scope and interplay of resource-demanding factors in instructional situations on a temporal perspective. In a novel approach, it applies experimental task frameworks from basic cognitive research and combines different methods for assessing cognitive load and underlying cognitive processes. Taken together, the obtained evidence emphasizes a process-related reconceptualization of the existing theoretical cognitive load framework and underlines the importance of a multimethod-approach to continuous cognitive load assessment. On a practical side, it informs the development of adaptive algorithms and the learner-aligned design of instructional support and thus leverages a pathway towards intelligent educational assistants.


link (url) [BibTex]