Effects of the Physical Environment on Cognitive Load and Learning: Towards a New Model of Cognitive Load
Although the theoretical framework of cognitive load theory has acknowledged the role of the learning environment， the specific characteristics of the physical learning environment that could affect cognitive load have never been considered， neither theoretically nor empirically. In this article， we argue that the physical learning environment， and more specifically its effects on cognitive load， can be regarded as a determinant of the effectiveness of instruction. We present an updated version of the cognitive load model of Paas and Van Merrienboer( Educational Psychology Review， 6 :351-371 ， 1994a) ， in which the physical learning environment is considered a distinct causal factor that can interact with learner characteristics， learning-task characteristics， or a combination of both. Previous research into effects of the physical learning environment on cognitive performance that could inspire new cognitive load research is discussed， and a future research agenda is sketched.
|關鍵詞||认知负荷理论、物理学习环境、教学设计、cognitive load theory、physical learning environment、instructional design|