Cognitive Load Theory on Virtual Mathematics Laboratory: Systematic Literature Review
Abstract
The primary goal of cognitive load theory is to improve the learning of complex cognitive tasks by transforming current scientific knowledge on how cognitive structures and processes are organized into guidelines for instructional design. Cognitive load theory assumes that the bottleneck for acquiring new secondary biological knowledge is the limited working memory capacity. In the ideal situation, the working memory resources required for learning do not exceed the available resources. Despite this, in reality, there will often be a high cognitive load, or even ”overload,” for two reasons. First, dealing with interactive information elements in complex cognition imposes a high intrinsic working memory load. Second, learners also have to use working memory resources for activities that are extraneous to performing and learning tasks, that is, activities that are not productive for learning. Virtual Laboratory is a form of animation that can visualize abstract phenomena or complex experiments in natural laboratories to increase learning activities and develop problem-solving skills. A virtual math laboratory was created to optimize dual coding memory, namely verbal and audio learning. The investigation tracked the approved reporting Items for Systematics Reviews and Meta-Analysis (PRISMA) guidelines, illustrating the outcomes of the literature searches and articles selection process. It is used to provide that the selection process is replicable and transparent. We accomplished a computerized bibliometric analysis from 2002-2022 for articles retrieved from the SCOPUS database. Data were collected in July 2022.
Keywords: cognitive load theory, virtual laboratory, mathematics education
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