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Cognitive Aging and Computer-Based Instructional Design: Where Do We Go from Here?

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Title: Cognitive Aging and Computer-Based Instructional Design: Where Do We Go from Here?
Language: English
Authors: Van Gerven, Pascal W. M., Paas, Fr, Tabbers, Huib K.
Source: Educational Psychology Review. Jun 2006 18(2):141-157.
Availability: Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Peer Reviewed: Y
Page Count: 17
Publication Date: 2006
Document Type: Journal Articles
Reports - Descriptive
Education Level: Adult Education
Descriptors: Computer Assisted Instruction, Instructional Design, Aging (Individuals), Cognitive Ability, Older Adults, Epistemology, Multimedia Instruction, Transfer of Training, Cognitive Processes, Learning Theories
DOI: 10.1007/s10648-006-9005-4
ISSN: 1040-726X
Abstract: In this article, the most relevant literature on cognitive aging and instructional design is merged to formulate recommendations for designing computer-based training material aimed at elderly learners. The core message is that researchers and instructional designers do not need to develop special computerized instruction for older adults. Rather, existing principles of general instructional and multimedia design can be evaluated and used to accommodate the needs of elderly learners. Particular attention is given to John Sweller's Cognitive Load Theory (CLT) and Richard Mayer's Cognitive Theory of Multimedia Learning (CTML). It is argued that these instructional theories bear important benefits for older learners because they support an efficient use of available cognitive resources. New research directions are suggested to test the implications of these theories for learning in old age.
Abstractor: Author
Entry Date: 2006
Accession Number: EJ747009
Database: ERIC
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  Data: Cognitive Aging and Computer-Based Instructional Design: Where Do We Go from Here?
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  Data: In this article, the most relevant literature on cognitive aging and instructional design is merged to formulate recommendations for designing computer-based training material aimed at elderly learners. The core message is that researchers and instructional designers do not need to develop special computerized instruction for older adults. Rather, existing principles of general instructional and multimedia design can be evaluated and used to accommodate the needs of elderly learners. Particular attention is given to John Sweller's Cognitive Load Theory (CLT) and Richard Mayer's Cognitive Theory of Multimedia Learning (CTML). It is argued that these instructional theories bear important benefits for older learners because they support an efficient use of available cognitive resources. New research directions are suggested to test the implications of these theories for learning in old age.
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