Dr. Paul Ginns, Associate Professor at Sydney University, will give a presentation on June 1st from 4:00 to 5:00 PM on the findings of two recent studies, on the tracing effect and the spacing effect. Zoom access here.
Cognitive load theory (CLT) draws on key findings from cognitive science, including cognitive architecture, to develop and test novel instructional designs. In this presentation, I report on experimental findings informed written up for publication during my recent sabbatical. The first study extends work on the tracing effect, demonstrating instructions to point and trace while engaging with a computer-based lesson have substantial effects on cognitive load, motivation, and retention and transfer test performance.