Efficiency in Learning: Evidence-Based Guidelines to Manage Cognitive Load

By Andreas Holzinger. J. Educ. Technol. Soc., 2007

423 citations recorded by the source corpus.

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Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research (2015, background): “In their study, high achievers also benefited less from pre-recorded videos than low-achieving students; this is consistent with the expertise reversal effect of CLT, which finds that strategies that work for novices may have a negligible effect on experts – or even hurt their learning (Clark et al.”
Why Minimally Guided Teaching Techniques Do Not Work: A Reply to Commentaries (2007, methodology): “A case study of that need is provided by the responses to Kirschner, Sweller, and Clark (2006) .”
Effects of segmenting, signalling, and weeding on learning from educational video (2012, background): “Thus, the working memory requires direct prompting to accept, process, and send to the long-term storage only the most crucial information (Clark, Nguyen, and Sweller 2006 ).”