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Reducing cognitive load while teaching complex instruction to occupational therapy students.

Fredrick D Pociask1, Rosanne DiZazzo-Miller, Preethy S Samuel

  • 1Department of Health Care Sciences, Wayne State University, 259 Mack Ave, Detroit, MI 48201, USA. pociask@wayne.edu

The American Journal of Occupational Therapy : Official Publication of the American Occupational Therapy Association
|August 24, 2013
PubMed
Summary
This summary is machine-generated.

Cognitive load theory was tested to improve learning complex tasks. Modified instruction reduced cognitive load and improved learning outcomes for occupational therapy students.

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Area of Science:

  • Educational Psychology
  • Cognitive Science
  • Instructional Design

Background:

  • Cognitive load theory (CL) aims to optimize learning by aligning instruction with cognitive architecture.
  • High cognitive load can impede the learning of complex tasks.
  • Traditional instructional methods may not effectively manage cognitive load.

Purpose of the Study:

  • To evaluate the effectiveness of an instructional approach designed to reduce cognitive load (CL).
  • To improve instructional effectiveness in teaching complex concepts to master's students.
  • To test an isolated-to-interacting-elements sequencing strategy.

Main Methods:

  • An experimental posttest control-group design was employed with 24 master's students.
  • Instruction on human locomotion was modified using an isolated-to-interacting-elements sequence.
  • Outcomes were measured via written assessments, subjective CL ratings, and task completion times.

Main Results:

  • Significant reductions in posttest cognitive load ratings were observed.
  • Significant improvements in delayed written posttest scores were found (p < .05).
  • No significant differences in task completion times were identified between groups.

Conclusions:

  • The modified instructional approach effectively reduced cognitive load.
  • This strategy enhances instructional efficiency for complex topics like human locomotion.
  • Findings support the application of cognitive load theory in occupational therapy education.