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Changing an instructional procedure can alter the extraneous cognitive load on learners.
Reducing the number of interactive elements in learning materials can alleviate the intrinsic cognitive load, while extraneous load can be decreased by reducing the number of interactive elements in the instructional procedure [10].
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These are translated into tests, instructional procedures, and learning activities.
This study examined the effectiveness of two example-based instructional procedures.
The instructional procedures included behavior chain interruption, time delay, graduated guidance, and differential reinforcement.
This architecture has been used to generate instructional procedures, summarized in this chapter.
The effects of the instructional procedures were evaluated in a multiple baseline across participants design.
Reisslein et al. [19] showed that there is an interactive relationship between instructional procedures and prior knowledge.
Cognitive load theory uses evolutionary theory to consider human cognitive architecture and uses that architecture to devise novel, instructional procedures.
As a result of this workplace context, the Head Start teachers reported that they did not feel permitted to alter the program's required instructional procedures.
It suggests that the effectiveness of certain instructional procedures in example-based learning depends upon the level of a learner's prior knowledge.
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