Optimising student cognitive load in computer education

Abstract

Cognitive Load Theory provides a coherent way to optimise students cognitive processing load during learning. A range of principles identified in this theory can be applied to improve student processing during learning computing content. These principles range from the goal free problem solving to worked examples, split-attention, redundancy and variability effects. However, these principles need to be applied strategically. In this paper the most important consideration for strategic planning of computer education, ranging from the content element interactivity, mental effort measurement to student prior knowledge, are organised into a set of instructional choices. These choices are summarised in a flow chart, which can be used in the educational planning, as a tool to help ensure the identified issues are considered in an optimal sequence.