A Cognitive Demands Analysis of Innovative Technologies

CRESST’s idea of an integrated simulation combines project-based learning (Savery & Duffy, 1995) and networked computers to measure the five components of the CRESST model of learning (Baker, 1995). CRESST envisions integrated simulation as a test bed where task demands require students to engage in a broad range of cognitive activities. The project-based scenario is designed to evoke a range of complex cognitive processing; the networked computers serve as the delivery system. Central to the integrated simulations are networked computers that provide the capability to implement the project-based scenario and an efficient means of capturing student processes and products throughout the project.