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What is Cognitive Load Theory in EdTech about?

This article discusses cognitive load theory and its implications for instructional design in educational technology, emphasizing the distinction between biologically primary and secondary knowledge. It highlights how primary knowledge is acquired unconsciously while secondary knowledge requires explicit instruction, and it outlines the cognitive architecture that supports the acquisition of domain-specific knowledge. The paper argues for the importance of understanding these distinctions to enhance the eff

Author

syirlistudyacc

Language

EN