Explore the attention economy where your gaze is currency. Discover how digital age prizes cognitive currency and transforms attention into valuable assets.
Visual problem-solving is an essential skill for professionals in various visual domains. Novices in these domains acquire such skills through interactions with experts (e.g., apprenticeships). Experts guide novice visual problem-solving with scaffolding behaviours. However, there is little consensus about the description and classification of scaffolding behaviours in practice, and to our knowledge, no framework connects scaffolding to underlying cognitive mechanisms. Understanding effective scaffolding is particularly relevant to domain-specific expert-novice research regarding visual problem-solving, where in-person scaffolding by an expert is a primary teaching method. Scaffolding regulates the flow of information within the learner’s working memory, thereby reducing cognitive load. By examining scaffolding research from the perspective of cognitive load theory, we aspire to classify scaffolding behaviours as cognitive behaviours of cueing (which involves attention allocation) an
Education in Australia is blighted by the misguided idea that children must be specifically taught collaboration and communication skills in the classroom, a prominent educational psychologist has said.
Cognitive Load Theory (CLT) research has shown that studying worked examples, which provide a step-by-step solution to a problem, can reduce cognitive load and support learning in well-structured learning domains relative to solving conventional problems. Two types of worked examples that have been widely used in CLT research are process oriented worked examples and product oriented worked examples. Process oriented worked examples provide step-by-step solutions to solve a problem, plus statements explaining the rationale for each step. Product oriented worked examples provide the step-by-step solutions to solve a problem without supporting explanations of each of the steps. In this research two studies were conducted to investigate which instructional condition, process oriented worked examples, product oriented worked examples or conventional problem solving, would best support student learning in an ill-structured learning domain focusing on the quality teaching component of substan