• Publications
  • Influence
Cognitive Load During Problem Solving: Effects on Learning
It is suggested that a major reason for the ineffectiveness of problem solving as a learning device, is that the cognitive processes required by the two activities overlap insufficiently, and that conventional problem solving in the form of means-ends analysis requires a relatively large amount of cognitive processing capacity which is consequently unavailable for schema acquisition.
Cognitive Architecture and Instructional Design
Cognitive load theory has been designed to provide guidelines intended to assist in the presentation of information in a manner that encourages learner activities that optimize intellectual
Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching
Evidence for the superiority of guided instruction is explained in the context of our knowledge of human cognitive architecture, expert–novice differences, and cognitive load. Although unguided or
Cognitive Load Theory and the Format of Instruction
Cognitive load theory suggests that effective instructional material facilitates learning by directing cognitive resources toward activities that are relevant to learning rather than toward
Element Interactivity and Intrinsic, Extraneous, and Germane Cognitive Load
It is suggested that element interactivity underlies extraneous cognitive load as well and can be defined in terms of intrinsic cognitive load, thus also associating germane cognitive load with element interactionivity.
Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions
Traditionally, Cognitive Load Theory (CLT) has focused on instructional methods to decrease extraneous cognitive load so that available cognitive resources can be fully devoted to learning. This
Cognitive load theory
Cognitive load theory uses evolutionary theory to consider human cognitive architecture and uses that architecture to devise novel, instructional procedures to generate instructional procedures, summarized in this chapter.
Implications of Cognitive Load Theory for Multimedia Learning
  • J. Sweller
  • Biology
    The Cambridge Handbook of Multimedia Learning
  • 1 August 2005
Cognitive load theory has been one of the theories used to integrate knowledge of human cognitive structures and instructional design principles and its general implications for multimedia learning, specifically, words presented in spoken or written form along with pictures or diagrams are concerned.
Cognitive Load Theory and Instructional Design: Recent Developments
Cognitive load theory (CLT) is a major theory providing a framework for investigations into cognitive processes and instructional design, and by simultaneously considering the structure of information and the cognitive architecture that allows learners to process that information, cognitive load theorists have been able to generate a unique variety of new and sometimes counterintuitive instructional designs and procedures.