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A cognitive load approach to metaphorical interface design: Reconsidering theoretical frameworks
PROCEEDINGS

, , The University of Memphis, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, Nevada, USA ISBN 978-1-880094-64-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This paper presents theoretical foundations to investigate in what ways a metaphorical interface in Web-based instruction affects learning in terms of cognitive load. The previous study by the authors revealed there were no significant differences among three interface types. To ground a follow-up study, new theoretical frameworks of metaphorical interface and cognitive load are presented followed by implications for the future study. This paper explores systematic uses of a metaphorical interface and relationships between the functions of metaphorical interfaces and cognitive load types. In addition, the implications for the future study are proposed.

Citation

Cheon, J. & Grant, M. (2008). A cognitive load approach to metaphorical interface design: Reconsidering theoretical frameworks. In K. McFerrin, R. Weber, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2008--Society for Information Technology & Teacher Education International Conference (pp. 1054-1059). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 19, 2019 from .

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