نظریه بار شناختی در یادگیری چندرسانه‌ای: بررسی سیر تحول تاریخی و نقدی بر چارچوب نظری

پژوهش نامه مبانی تعلیم و تربیت

مقاله 2، دوره 9، شماره 2 - شماره پیاپی 18، اسفند 1398، صفحه 22-49   

نوع مقاله: پژوهشی

شناسه دیجیتال (DOI): 10.22067/fedu.v9i2.76911

نویسندگان

وحید صالحی^{* 1}؛ حسین مرادی مخلص²؛ حسن قراباغی³

¹دانشگاه سید جمال الدین اسدآبادی

²سید جمال الدین اسدآبادی

³دانشگاه ملایر

چکیده

هدف اصلی این مقاله، معرفی نظریه بار شناختی در یادگیری چندرسانه‌ای، مروری بر سیر تحول تاریخی و نقدی بر چارچوب نظری آن می‌باشد. یافته‌های به دست آمده حاکی از آن است که نظریه بار شناختی به عنوان یکی از تأثیرگذارترین نظریه‌ها در طراحی محیط‌های یادگیری چندرسانه‌ای شامل سه مرحله تحولی بار شناختی بیرونی در حل مسئله، بار شناختی درونی و فرضیه مجموع اولیه و نیز بار شناختی مطلوب و فرضیه مجموع ثانویه را پشت سر گذاشته است. همچنین، با نقدی بر چارچوب نظریه بار شناختی بیان شد که بار شناختی مطلوب به اندازه مفاهیم بار درونی و بیرونی، نقش تبیین و پیش‌بینی کنندگی در نظریه بار شناختی ندارد. بنابراین، یک چارچوب دووجهی شامل بارهای شناختی درونی و بیرونی می‌تواند علاوه بر شفاف و ساده‌سازی چارچوب این نظریه، از گسترش بی‌رویه مرزهای آن و نیز از توسعه نابجای ابزارهای اندازه‌گیری و انواع سه‌گانه بار شناختی جلوگیری نماید.

کلیدواژه‌ها

نظریه بار شناختی؛ یادگیری چندرسانه‌ای؛ چارچوب نظری؛ تحول تاریخی

مراجع

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