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Cognitive load theory
TLDR
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.
Managing split-attention and redundancy in multimedia instruction
Two experiments investigated alternatives to split-attention instructional designs. It was assumed that because a learner has a limited working memory capacity, any increase in cognitive resources
Expertise Reversal Effect and Its Implications for Learner-Tailored Instruction
The interactions between levels of learner prior knowledge and effectiveness of different instructional techniques and procedures have been intensively investigated within a cognitive load framework
The Expertise Reversal Effect
When new information is presented to learners, it must be processed in a severely limited working memory. Learning reduces working memory limitations by enabling the use of schemas, stored in
Cognitive Load Theory: How Many Types of Load Does It Really Need?
Cognitive load theory has been traditionally described as involving three separate and additive types of load. Germane load is considered as a learning-relevant load complementing extraneous and
The Redundancy Principle in Multimedia Learning
TLDR
In this chapter, the long, but until recently unknown, history of the redundancy principle is traced and an explanation of the principle using cognitive load theory is provided.
Enhancing Instructional Efficiency of Interactive E-learning Environments: A Cognitive Load Perspective
TLDR
This concluding paper summarizes the main points and recommendations of the previous papers in this Special issue within a conceptual framework of cognitive load theory and analyzes methods for managing cognitive load and enhancing instructional efficiency of such environments.
Levels of Expertise and Instructional Design
TLDR
It is hypothesized that the appropriate type of structure may depend on the learner's level of expertise, and the best instructional designs changed from ones in which diagrams and text were physically integrated to ones inWhich the text was eliminated.
When problem solving is superior to studying worked examples.
Interactions between levels of learner knowledge in a domain and levels of instructional guidance were investigated. Inexperienced mechanical trade apprentices were presented with either a series of
Rapid dynamic assessment of expertise to improve the efficiency of adaptive e-learning
In this article we suggest a method of evaluating learner experties based on assessment of the content of working memory and the extent to which cognitive load has been reduced by knowledge retrieved
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