Gaining ground: Merging cognitive load theory with fundamental Human Factors principals

Joseph R. Keebler; Scott Ososky; Florian Jentsch; Thomas Fincannon

doi:10.1177/154193121005400804

Gaining ground: Merging cognitive load theory with fundamental Human Factors principals

Joseph R. Keebler, Scott Ososky, Florian Jentsch, Thomas Fincannon

Research output: Contribution to journal › Article › peer-review

Abstract

Although considered one of the best in the world, in may ways America's educational system is not living up to is expectation. Taking an interdisciplinary approach to learning and training through integrating human factors (HF) is not a novel idea, yet it seems that further work can still be done to increase outcomes. This paper intends to investigate the similarities and differences of the theory of cognitive load (CLT), which is used extensively in instructional design, with various fundamentals human factors constructs (workload, flow state, and transfer appropriate processing.). This may help to increase understanding between the fields, as well as find important similarities and differences between the given theories to increase the benefits of instructional design.

Original language	American English
Journal	Proceedings of the Human Factors and Ergonomics Society 54th Annual Meeting
Volume	54
DOIs	https://doi.org/10.1177/154193121005400804
State	Published - Sep 2010
Externally published	Yes

Keywords

survey
human factors
cognitive load theory (CLT)
educational systems
instructional design
information processing
workload
mental load

Disciplines

Other Education
Other Psychology

Access to Document

10.1177/154193121005400804License: Unspecified

Cite this

@article{4eaa11073ea34763b4aba225ecd1034c,

title = "Gaining ground: Merging cognitive load theory with fundamental Human Factors principals",

abstract = " Although considered one of the best in the world, in may ways America's educational system is not living up to is expectation. Taking an interdisciplinary approach to learning and training through integrating human factors (HF) is not a novel idea, yet it seems that further work can still be done to increase outcomes. This paper intends to investigate the similarities and differences of the theory of cognitive load (CLT), which is used extensively in instructional design, with various fundamentals human factors constructs (workload, flow state, and transfer appropriate processing.). This may help to increase understanding between the fields, as well as find important similarities and differences between the given theories to increase the benefits of instructional design.",

keywords = "survey, human factors, cognitive load theory (CLT), educational systems, instructional design, information processing, workload, mental load",

author = "Keebler, {Joseph R.} and Scott Ososky and Florian Jentsch and Thomas Fincannon",

year = "2010",

month = sep,

doi = "10.1177/154193121005400804",

language = "American English",

volume = "54",

journal = "Proceedings of the Human Factors and Ergonomics Society 54th Annual Meeting",

}

TY - JOUR

T1 - Gaining ground: Merging cognitive load theory with fundamental Human Factors principals

AU - Keebler, Joseph R.

AU - Ososky, Scott

AU - Jentsch, Florian

AU - Fincannon, Thomas

PY - 2010/9

Y1 - 2010/9

N2 - Although considered one of the best in the world, in may ways America's educational system is not living up to is expectation. Taking an interdisciplinary approach to learning and training through integrating human factors (HF) is not a novel idea, yet it seems that further work can still be done to increase outcomes. This paper intends to investigate the similarities and differences of the theory of cognitive load (CLT), which is used extensively in instructional design, with various fundamentals human factors constructs (workload, flow state, and transfer appropriate processing.). This may help to increase understanding between the fields, as well as find important similarities and differences between the given theories to increase the benefits of instructional design.

AB - Although considered one of the best in the world, in may ways America's educational system is not living up to is expectation. Taking an interdisciplinary approach to learning and training through integrating human factors (HF) is not a novel idea, yet it seems that further work can still be done to increase outcomes. This paper intends to investigate the similarities and differences of the theory of cognitive load (CLT), which is used extensively in instructional design, with various fundamentals human factors constructs (workload, flow state, and transfer appropriate processing.). This may help to increase understanding between the fields, as well as find important similarities and differences between the given theories to increase the benefits of instructional design.

KW - survey

KW - human factors

KW - cognitive load theory (CLT)

KW - educational systems

KW - instructional design

KW - information processing

KW - workload

KW - mental load

U2 - 10.1177/154193121005400804

DO - 10.1177/154193121005400804

M3 - Article

VL - 54

JO - Proceedings of the Human Factors and Ergonomics Society 54th Annual Meeting

JF - Proceedings of the Human Factors and Ergonomics Society 54th Annual Meeting

ER -