Why We Learn

Thoughts on educational psychology, instructional design, and the integration of technology in educational settings.

Category: Instructional Design

Instructional Efficiency and Learner Involvement

Paas, Tuovinen, van Merrienober, and Darabi (2005) draw on research related mental efficiency and the tenets of Keller’s ARCS model of motivation to arrive at a rather startling deduction; the idea that the results of the mental efficiency calculation, when plotted on a Cartesian axis, provide insight into a learner’s involvement as well as the […]

Learning From Mistakes

It seems to me that education’s ultimate goal is transfer. Ironically, efficient instruction, a primary aim of instructional design, could prevent one from reaching this goal. Instructional designs represent the way in which its creator/designer views, perceives, and/or understands the content of study. Efficient instruction prescribes a narrow (single) path from what the learner knows […]

Cognitive Load and Instructional Efficiency

Cognitive Load Cognitive load theory (CLT) is a theory rooted in the idea that working memory is a limited capacity store within which processing occurs. More broadly, cognitive load theory provides evidence for why specific learning supports / designs are efficient. Essentially, this line of research looks at ways in which instructional design elements might […]