Critical Reading and Writing Q1

October 30, 2010 at 5:15 am (Learning portfolio 3) (, , )

“Performance load is the amount of mental or physical activity required to achieve a goal” (Lidwell, W., Holden, K., Butler, J. 2003). If performance load is high the time it actually takes to complete a task also increase and the likelihood of errors increase and the probability of finishing the task decreases. If the performance load is low so to will the time it take to complete and the number of errors, the chances of completing the task increase though. Performance load can be broken down into two sections, cognitive load and kinematic load. Cognitive load is the amount of mental activity involved to complete a task including, perception, memory and problem solving (Lidwell, W., Holden, K., & Butler, J. 2003) Cognitive load reflects the effort required to process instructional materials that do not contribute to learning the material or completing the task (Misha, S., & Sharma, R. C. 2004). The less cognitive load the more efficiently a task can be completed. To reduce cognitive load we can do things like chunking information and reducing overbearing visual noise (Lidwell, W., Holden, K., & Butler, J. 2003). Kinematic load is the physical side of things, the amount of steps or movements, the amount of force required to finish a task (Lidwell, W., Holden, K., & Butler, J. 2003). We can reduce the amount of kinematic load by reducing the amount of steps required to do something (eg. Mouse clicks on a website) shortening travel distances and automating repetitive tasks (Lidwell, W., Holden, K., & Butler, J. 2003).

 

Misha, S., & Sharma, R. C. (2004). Interactive Multimedia in Education and Training. United Kingdom: Idea Group Publishing.

Lidwell, W., Holden, K., & Butler, J. (2003). Performance load. In Universal Principles of design (pp.148 – 149). Massachusetts: Rockport

 

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