Cognitive learning efficiency through the use of design patterns in teaching

Gwendolyn KolfschotenStephan LukoschAlexander VerbraeckEdwin ValentinGert-Jan de Vreede

Can we find evidence for the effect of design patterns in learning, beyond direct efficiency?

Cognitive Load Theory (Sweller et al)

germaneintrinsic

extraneous

Mental capacity

Cognitive LoadCognitive Load Working memoryWorking memory Long term memoryLong term memory Information storage Information storage in schemasin schemas Automation of Automation of schemasschemas

Experts vs. Novices

• Larger Schema• Automated Schema• Better classified/more accessible schema• Schema are interrelated based on solution principle

rather than domain• Pattern recognition

Propositions

• Design patterns constitute design efficiency for novices (old)

• Design paterns do not constitute design efficiency for experts (derived from expertise reversal effect)

• The use of Design patterns in “learning to design” will increase the quality of schema build in memory and thus improve quality and efficiency of learning the domain and the possibilities with respect to design

Preliminary Conclusions

• Design patterns are efficient in design• Design patterns are only useful when no other schema are

constructed yet (novice) experts first need to build new schema to be able to use them effectively

• It seems that the structure of the design patterns offers a basis for the building of higher quality schema than a generic bottom-up learning approach