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. 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.