A Reconsideration of Cognitive Load Theory

By Wolfgang Schnotz, Christian Kürschner. 2007

750 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/14b7123f15ac0a96ac4490c51346e027d9a2e887

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In Artificial Intelligence

In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

Cognitive Load Theory: How Many Types of Load Does It Really Need? (2011, background): “On the other hand, if the selected learning tasks are too easy, they can be performed successfully but with little learning except possible further schema automation ( Schnotz and Kurschner 2007 ).”
Cognitive Load Theory: New Conceptualizations, Specifications, and Integrated Research Perspectives (2010, background): “The first article in this issue, by Sweller (this issue), is responsive to recent discussions regarding problems of defining and measuring the different categories of load postulated by CLT (e.g., Schnotz and Kürschner 2007).”
Cognitive load theory: more food for thought (2010, background): “On the other hand, a growing number of educational psychologists and researchers has identified many conceptual, methodological, and practical limitations of the theory (Bannert 2002; Brünken et al. 2009; Horz and Schnotz 2009; Moreno 2006; Schnotz and Kürschner 2007).”
Element Interactivity and Intrinsic, Extraneous, and Germane Cognitive Load (2010, background): “The mechanisms underlying extraneous and germane cognitive load have been specified in a differential manner for each task to which they are applied but tend not to be specified in unified theoretical terms (Beckmann 2010; Schnotz and Kurschner 2007 ) and that omission is beginning to result in som”
Exploring Task- and Student-Related Factors in the Method of Propositional Manipulation (MPM) (2011, methodology): “The method of propositional manipulation, in short MPM (Broers, 2008), aims to help students develop conceptual understanding by guiding them into self-explaining the subject matter.”
Getting the point: Tracing worked examples enhances learning (2015, background): “Until the second half of the 1990s, cognitive load theory almost exclusively concentrated on the intention to reduce extraneous cognitive load (Schnotz & Kurschner, 2007).”
A Review of Research and a Meta-Analysis of the Seductive Detail Effect. (2012, background): “…considerations such as the expertise reversal effect (i.e., an effect that occurs when a learner’s expertise moderates design principles such as the recommendation to avoid seductive details) and the zone of proximal development (ZPD) (Kalyuga, 2007; Schnotz & Kürschner, 2007; Vygotski, 1963).”
Cognitive Load and Working Memory in Multimedia Learning: Conceptual and Measurement Issues (2019, background): “For example, splitting learners’ attention between two or more sources that have to be integrated is likely to have a negative effect on learning due to higher cognitive load compared to an environment where the information sources are spatially integrated (Schnotz & K€urschner, 2007).”
The Scientific Value of Cognitive Load Theory: A Research Agenda Based on the Structuralist View of Theories (2009, background): “It has turned out that testing these assumptions seems to be one of the major scientific challenges for CLT (Brünken et al. 2003; Schnotz and Kürschner 2007).”
Explaining the split-attention effect: Is the reduction of extraneous cognitive load accompanied by an increase in germane cognitive load? (2009, background): “Although especially the fulfillment of the second requirement is doubted by some researchers (Schnotz & Kürschner, 2007), it has been demonstrated that unobtrusive subjective rating scales are more sensitive to variations in instructional tasks than more laborious physiological measures (Paas, Van…”
Integrating cognitive load theory and concepts of human-computer interaction (2010, methodology): “Principles to reduce extraneous load In the first years of CLT research, the focus was on possible methods for reducing extraneous cognitive load (Schnotz & Kürschner, 2007; Van Merriënboer & Ayres, 2005).”
Pedagogical Agent Signaling of Multiple Visual Engineering Representations: The Case of the Young Female Agent (2013, background): “Cognitive load theory would predict that the HPK students would experience an inhibitory effect of the visual signals because the additional information is unnecessary and potentially detracts from learning processes (Schnotz & Kurschner, 2007; Schnotz & Rasch, 2005).”