Cognitive load theory and music instruction Owens, Paul en_US Sweller, John en_US 2021-11-25T17:06:46Z 2021-11-25T17:06:46Z 2008 en_US
dc.description.abstract In two experiments, the principles of cognitive load theory were applied to the design of alternatives to conventional music instruction hypothesised to facilitate learning. Experiment 1 demonstrated that spatial integration of visual text and musical notation, and dual-modal delivery of auditory text and musical notation, were superior to the spatially separated placement of the same visual materials, demonstrating the split-attention and modality effects respectively. In Experiment 2 there were four conditions differentiated by the presence or absence of musical notation and the simultaneous or successive presentation of auditory music, written explanations, and musical notation. Results indicated that the presence of music notation had no effects, but that the simultaneous presentation of either two or three information sources was superior to successive presentation. These results provide further empirical support for the need to consider cognitive load theory when designing instruction in any domain. en_US
dc.identifier.issn 0144-3410 en_US
dc.language English
dc.language.iso EN en_US
dc.rights CC BY-NC-ND 3.0 en_US
dc.rights.uri en_US
dc.source Legacy MARC en_US
dc.title Cognitive load theory and music instruction en_US
dc.type Journal Article en
dcterms.accessRights metadata only access
dspace.entity.type Publication en_US
unsw.identifier.doiPublisher en_US
unsw.relation.faculty Arts Design & Architecture
unsw.relation.ispartofjournal Educational Psychology en_US
unsw.relation.ispartofpagefrompageto 29-45 en_US
unsw.relation.ispartofvolume 28 en_US
unsw.relation.originalPublicationAffiliation Owens, Paul, Education, Faculty of Arts & Social Sciences, UNSW en_US
unsw.relation.originalPublicationAffiliation Sweller, John, Education, Faculty of Arts & Social Sciences, UNSW en_US School of Education *
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