6th Cognitive Load Theory Conference Program
26 to 28 June 2013
Conference Venue: School of Education, University of Toulouse
Wednesday, June 26, 2013
8:30
9:00
Coffee & Registration
9:00
9:15
Welcome Reception
André Tricot & Franck Amadieu
9:15
10:00
Keynote Speaker
Michel Fayol, University of Clermont-Ferrand, France
Load in writing
10:00
11:00
Session Cognitive Load Management
Chair
Exploring how primary school students self-manage cognitive Load
Chloe Gordon, Sharon Tindall-Ford, & Shirley Agostinho, University of Wollongong,
Australia
Completion of partially worked-out examples as a generation strategy for improving
monitoring accuracy
Martine Baars, Sandra Visser, Tamara van Gog, Anique de Bruin, & Fred Paas,
Erasmus University Rotterdam and Maastricht University, The Netherlands
Does timing of concept map construction increase self-evaluation accuracy and
decrease cognitive overload?
Adeline Maillard, Ladislav Motak, , Jean-Christophe Sakdavong, Caroline Dupeyrat,
& Nathalie Huet, University of Toulouse, France
11:00
11:20
11:20
12:40
Break
Session Animations
Chair
Animations vs. static pictures: The impact of the presence and content of narrations
Ferdinand Stebner, Dominik Rumlich & JoachimWirth, Ruhr-University Bochum, and
University of Duisburg-Essen, Germany
Adjusting animation’s presentation speed to enhance memorization of tactical
movement in soccer
Aïmen Khacharem, Bachir Zoudji, Ingrid Spanjers, Slava Kalyuga, & Hubert Ripoll,
Aix-Marseille University and University of Valenciennes, France, Maastricht
University, The Netherlands and University of New South Wales, Australia
Does adding gestures to both instructional animations and statics improve learning
human motor skills?
Nadine Marcus, Paul Ayres, & Nalin Surender Narang, University of New South
Wales, Australia
How to foster mental animation? An ATI-study focusing on spatial ability and
cognitive load
Babette Park, Stefan Münzer, Tina Seufert, & Roland Brünken, Saarland University,
University of Mannheim, and University of Ulm, Germany
Impact of gesture and facial expression of animated pedagogical agent on persona
and cognitive efficiency
Jeeheon Ryu & Jeehee Yu, Chonnam National University, Korea
13:00
14:00
14:00
15:40
Lunch
Session Cognitive Load Measures
Chair
EEG frequency band power and pupil dilation as measures of cognitive load in
hyperlink-like selection processes during text reading
Christian Scharinger, Yvonne Kammerer, & Peter Gerjets, University Tübingen,
Germany
Event related fluctuation analysis of pupil area, mental workload, and the virtual
hand illusion
Miriam Reiner & Tatiana M. Gelfeld, Technion Institute of Technology, Israel
Cognitive load in learning statistics
Jimmie Leppink, Maastricht University, The Netherlands
Alpha- and theta-frequencies as indicators for optimal cognitive load during learning
Carina Walter, Stephanie Schmidt, Wolfgang Rosenstiel, Martin Bogdan, & Peter
Gerjets, University Tübingen and University of Leipzig, Germany
15:40
16:00
16:00
17:40
Break
Session Sequencing Instruction
Chair
Learning with (complex) text and pictures: How much instructional support is useful?
Maria Opfermann, Annett Schmeck, & Detlev Leutner, University of Duisburg-Essen,
Germany
Concept mapping in a hypertext environment: Starting by reading text sections or
building a map?
Franck Amadieu, Julien Cegarra, Pierre-Vincent Paubel, Julie Lemarié, Aline
Chevalier, & Ladislao Salmeron, University of Toulouse, France and University of
Valencia, Spain
Cognitive load and sequencing instruction
Jeroen van Merriënboer, Hisham Mirghani, & Anique de Bruin, Maastricht
University, The Netherlands
Optimising layered integrated instructional design through the application of
cognitive load theory
Abdallah Alasraj, Mark Freeman, & Paul Chandler, University of Wollongong,
Australia
From a cognitive load perspective: Investigating the impact of the transient
information effect when recalling simple and detailed facts
Anne-Marie Singh, Paul Ayres, & Nadine Marcus, University of New South Wales,
Australia
Thursday, June 27, 2013
8:30
9:00
Coffee & Registration
9:00
09:45
Keynote Speaker
Dan Robinson, Colorado State University, USA
Making tasks desirably difficult vs. reducing extraneous cognitive load
09:45
11:05
Session Expert-Novice Comparison
Chair
Cognitive load and performance in a dynamic hazard perception test: An expertnovice comparison
Sarah Malone &
, Saarland University, Germany
Expertise and effects of digital dictionary format on EFL reading comprehension
Melissa Hui-Mei Fan, Tzu-Chien Liu, & Yu-Ying Liang, National Central University,
Taiwan
The effect of instructional support and prior knowledge on students’ performance
and cognitive biases
Loredana Mihalca, Christoph Mengelkamp, Wolfgang Schnotz, & Fred Paas,
University of Koblenz-Landau and University of Wuerzburg, Germany and Erasmus
University Rotterdam, the Netherlands
Rest duration between sequential tasks: A cognitive load perspective
Ronnie Taib, Natalie Ruiz, Ling Luo, & Fang Chen, NICTA, Australia
11:05
11:25
11:25
13:05
Break
Session Worked Examples
Chair
Enhancing learning of physics principles in example-based instruction
Chih-Yi Hsu, Slava Kalyuga, & John Sweller, University of New South Wales,
Australia
The integration of worked examples, problem solving and mastery goal oriented
statement
Ellen (Hee Min) Lee, Paul Ayres, & Kerry Barnett, University of New South Wales,
Australia
Effects of study intention and creating video-based modeling examples on learning
and transfer
Vincent Hoogerheide, Sofie Loyens, & Tamara van Gog, Erasmus University
Rotterdam, The Netherlands
Testing the testing effect with worked examples
Tamara van Gog, Liesbeth Kester, Kim Dirkx, & Vincent Hoogerheide, Erasmus
University Rotterdam and Open University of The Netherlands, The Netherlands
A hypothesised reversal of the test effect
Wayne Leahy & John Sweller, Macquarie University and University of New South
Wales, Australia
13:05
14:00
14:00
15:30
Lunch
Parallel Thematic Short Paper Presentations
Theme 1: CLT and Learning Language
Cognitive load in learning Chinese language
Jimmie Leppink, & Ya Ping (Amy) Hsiao, Maastricht University, The Netherlands
Using cognitive load theory to improve text comprehension for pupils with dyslexia
Geneviève Vandenbroucke, University of Toulouse, France
The effect of line length on eye-fixation in reading tasks
Je-woong Moon & Jeeheon Ryu, Chonnam National University, Republic of Korea
Implication of whole-word processing in orthographic learning
Nathalie Chaves & Marie-Line Bosse, University of Toulouse and University of
Grenoble, France
Theme 2: Cognitive load and attention allocation
Measuring simultaneous sources of cognitive load within a mobile learner
Robin Deegan, Cork Institute of Technology, Ireland
Can self-evaluation of cognitive processes predict mental effort and task
difficulties: Validation of cognitive load measures
Sun Kim & Jeeheon Ryu, Chonnam National University, Republic of Korea
The effects of “cueing” on spoken text in the mobile learning environment
Yu-Chen Kuo, Yi-Chun Lin, & Tzu-Chien Li, National Central University, Taiwan
How novice and expert texters write SMS in dual task situation?
Céline Combes, Olga Volckaert-Legrier, & Pierre Largy, University of Toulouse,
France
Effects of gestures on attention allocation, performance and cognitive load
Kim Ouwehand, Tamara van Gog, & Fred Paas, Erasmus University Rotterdam, The
Netherlands
Theme 3: CLT Effects
The imagination effect when learning linguistic material
Olga Ignatova, Slava Kalyuga, & John Sweller, University of New South Wales,
Australia
The effects of presentation orders of worked and problems on third grader’s
learning area concept in a digital learning environment
Huei-Min Wu, Hui-Chuan Huang, Shyh-Chii Tzeng, You-Jia Huang, & Ning-Chun Tan,
Fo Guang University, National Taipei University of Education, Taiwan
Cognitive loads in proportional reasoning: Randomized control design involving
worked examples
Brendan Bentley, Mohan Chinnappan, & Greg Yates, University of South Australia
The effect of step guidance in teaching mathematics
Sahar Bokosmaty, University of Wollongong, Australia
Allowing learners to adapt diagrams to self-manage split attention
Shirley Agostinho, Sharon Tindall-Ford, & Sahar Bokosmaty, University of
Wollongong, Australia
Theme 4: Learning with information technologies
The effect of stereoscopic technology on college students: In terms of cognitive load
theory
Sheng-Yao Tai, Yi-Chun Lin, & Tzu-Chien Liu, National Central University, Taiwan
Concept mapping in a hypertext environment: Impact of concept picture
presentation and spatiality of the domain.
Mylène Sanchiz, Franck Amadieu, & Julie Lemarié, University of Toulouse, France
Multimedia learning in the UAE: A cognitive load perspective
Jase Moussa-Inaty & Fida Attalah, Zayed University, The United Arab Emirates
Macrostructural consistency between previous learning and concept mapping:
Impacts on performance and cognitive load
Simon Marquez, Franck Amadieu, & Aline Chevalier, University of Toulouse, France
Exploring the effects of degree of interactivity on simulation based learning
environment
Ing-Ling Lin, Yi-Chun Lin, & Tzu-Chien Liu, National Central University, Taiwan
15:30
15:45
15:45
16:45
Break
Session Element Interactivity
Chair
Element interactivity effect associated with balance and inverse methods in
equation solving
Bing Hiong Ngu, University of New England, Australia
Task complexity and adaptive instruction: Some experimental findings of the
isolated-interactive elements effect
Paul Blayney, Slava Kalyuga, & John Sweller, University of Sydney and University of
New South Wales, Australia
Using primary knowledge to enhance problem solving in secondary domains
Amina Youssef-Shalala, Paul Ayres, & John Sweller, University of New South Wales,
Australia
A comparison of different design when using the isolated-elements strategy
Dominique Bellec, André Tricot, & Paul Ayres, University of Toulouse, France and
University of New South Wales, Australia
19:00
Social event: Wine and Cheese Tasting
Friday, June 28, 2013
8:30
9:00
9:00
9h45
Coffee & Registration
Keynote Speaker
Valérie Camos, Fribourg University, Switzerland
The time-based resource-sharing model
9:45
11:05
Session New Directions in CLT
Chair
Can cognitive load theory remain relevant in a changing learning world?
Paul Chandler, University of Wollongong, Australia
Preparing learners with incompatible intuitive knowledge for learning
Andrea Ohst, Inga Glogger, Mat
, & Alexander Renkl, University of
Freiburg, Germany
The cognitive load of emotion: Mood induction effect on children’s visuospatial
sketchpad
Michael Fartoukh & Lucile Chanquoy, Univesity of Nice, France
Outcomes of teacher trainings in the use of CLT principles in vocational higher
education
Milou van Harsel & Han Blankert, Avans University of Applied Sciences, The
Netherlands
11:05
11:25
11:25
12:45
Break
Session New contexts for CLT
Chair
Group learning and cognitive load theory
Endah Retnowati, Paul Ayres, & John Sweller, University of New South Wales,
Australia
Patterns of cognitive activity in collaborative problem solving
Gwendolyn L. Kolfschoten & Frances Brazier, Delft University of Technology, The
Netherlands
Cognitive load in learning from realistic avatars
Alex Dan & Miriam Reiner, Technion Institute of Technology, Israel
The effects of “questioning technique” on optimizing computer simulation: In terms
of cognitive load theory
Yi-Chun Lin & Tzu-Chien Liu, National Central University, Taiwan
12:30
13:40
13:40
15:10
Lunch
Symposium “Industrial applications of Cognitive Load Theory”
André Tricot and Franck Amadieu
Are 3D animations efficient to learn procedures in aircraft maintenance?
David Robin, ALTRAN, France
The use of mobile device to limit cognitive load of aircraft maintenance operator
Herimanana Zafiharimalala, Pascale Hugues, & André Tricot, University of Toulouse
and EADS Innovation Works, France
Investigating how eReader annotation tools can enhance learning
Shirley Agostinho and Sharon Tindall-Ford, University of Wollongong, Australia
Cognitive load theory as a source for re-designing Flight Management System
Marie Lacabanne, Franck Amadieu, Nathalie Spanghero-Gaillard, & André Tricot,
University of Toulouse and Thales Avionics, France
Evolution of cognitive load when learning a procedure in a virtual environment for
training
Charlotte Hoareau, Frédéric Le Corre, Ronan Querrec, Cédric Buche, & Franck
Ganier, University of Western Brittany, France
Using cognitive load theory to improve learning materials in aircraft maintenance
Leslie Ducasse Daviton & Catherine Nouyers Grand, University of Toulouse and
Airbus Training, France
Death of a Manikin during simulation training of Medical students: Adverse effects
on learning
Kristin Fraser, James Huffman, Irene Ma, Bruce Wright, Joann McIlwrick, & Kevin
McLaughlin, University of Calgary, Canada
15:10
16:00
Experts Panel: Ask your question to CLT specialists
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Paper Presentations:
Regular paper presentations will be scheduled for 20 minutes (15minutes presentation, 5 minutes
discussion).
Short Paper presentations will be scheduled for 15 minutes (10 minutes presentation, 5 minutes
discussion).
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