The papers of this special issue demonstrate that cognitive load theory provides the framework for investigations into cognitive processes and instructional design. The genesis of "Cognitive Load Theory" emerged from an international symposium organized at the bi-annual conference of the European Association for Research on Learning and Instruction in 2001 in Fribourg, Switzerland. Most of the papers are based on contributions to that symposium and discuss the most recent work carried out within the cognitive load framework. As a whole, this issue is demonstrating that cognitive load theory is…mehr
The papers of this special issue demonstrate that cognitive load theory provides the framework for investigations into cognitive processes and instructional design. The genesis of "Cognitive Load Theory" emerged from an international symposium organized at the bi-annual conference of the European Association for Research on Learning and Instruction in 2001 in Fribourg, Switzerland. Most of the papers are based on contributions to that symposium and discuss the most recent work carried out within the cognitive load framework. As a whole, this issue is demonstrating that cognitive load theory is continuing its role of using cognitive psychology principles to generate novel instructional design procedures.
Volume 38 Number 1 2003Contents: F. Paas A. Renkl J. Sweller Cognitive Load Theory and Instructional Design: Recent Developments. J.J.G. van Merriënboer P.A. Kirschner L. Kester Taking the Load off a Learner's Mind: Instructional Design for Complex Learning. A. Renkl R.K. Atkinson Structuring the Transition From Example Study to Problem Solving in Cognitive Skill Acquisition: A Cognitive Load Perspective. S. Kalyuga P. Ayres P. Chandler J. Sweller The Expertise Reversal Effect. P. Gerjets K. Scheiter Goal Configurations and Processing Strategies as Moderators Between Instructional Design and Cognitive Load: Evidence From Hypertext-Based Instruction. R.E. Mayer R. Moreno Nine Ways to reduce Cognitive Lad in Multimedia Learning. R. Brünken J.L. Plass D. Leutner Direct Measurement of Cognitive Load in Multimedia Learning. F. Paas J.E. Tuovine H. Tabbers P.W.M. Van Gerven Cognitive Load Measurement as a Means to Advance Cognitive Load Theory.
Volume 38 Number 1 2003Contents: F. Paas A. Renkl J. Sweller Cognitive Load Theory and Instructional Design: Recent Developments. J.J.G. van Merriënboer P.A. Kirschner L. Kester Taking the Load off a Learner's Mind: Instructional Design for Complex Learning. A. Renkl R.K. Atkinson Structuring the Transition From Example Study to Problem Solving in Cognitive Skill Acquisition: A Cognitive Load Perspective. S. Kalyuga P. Ayres P. Chandler J. Sweller The Expertise Reversal Effect. P. Gerjets K. Scheiter Goal Configurations and Processing Strategies as Moderators Between Instructional Design and Cognitive Load: Evidence From Hypertext-Based Instruction. R.E. Mayer R. Moreno Nine Ways to reduce Cognitive Lad in Multimedia Learning. R. Brünken J.L. Plass D. Leutner Direct Measurement of Cognitive Load in Multimedia Learning. F. Paas J.E. Tuovine H. Tabbers P.W.M. Van Gerven Cognitive Load Measurement as a Means to Advance Cognitive Load Theory.
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