At the nexus of learning and innovation
Jun
01
June 1, 4:00 pm
Where

REMOTE ONLY!:  Join from PC, Mac, Linux, iOS or Android: https://uni-sydney.zoom.us/j/621765208

Or Skype for Business (Lync): https://uni-sydney.zoom.us/skype/621765208

Paul Ginns, A/Prof in the School of Education and Social work will present findings from two recent studies on Cognitive Load theory, on the tracing effect and the spacing effect. 

Portrait image Paul G.

Where

REMOTE ONLY!:  Join from PC, Mac, Linux, iOS or Android: https://uni-sydney.zoom.us/j/621765208

Or Skype for Business (Lync): https://uni-sydney.zoom.us/skype/621765208

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. The second study builds on recent CLT-framed research on the spacing effect, testing effects of different forms of rest within a lesson on directed attention and problem-solving transfer.

Dr Paul Ginns is Associate Professor in Educational Psychology in the Sydney School of Education and Social Work at The University of Sydney. He has worked with both Australian and international colleagues on a wide variety of educational research projects. He uses a range of research designs (e.g. experimental and survey-based research) and analytic methods (e.g. General Linear Models for experimental and non-experimental designs, exploratory and confirmatory factor analysis, structural modelling, meta-analysis) to investigate research questions based on cognitive architecture, embodiment, motivation and engagement.