Selecting learning tasks: Effects of adaptation and shared control on learning efficiency and task involvement☆

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Toward a Synthesis of Cognitive Load Theory, Four-Component Instructional Design, and Self-Directed Learning (2009, background): “With learning tasks in the dietetics domain, Corbalan et al. (2008b) found that shared control over task selection also led to higher task involvement than program control, that is, higher learning outcomes combined with more effort directly invested in learning (for more detail on the computation”
Cognitive load theory, educational research, and instructional design: some food for thought (2010, methodology): “In another recent study, Corbalan et al. (2008) used two measures for assessing cognitive load.”
Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning (2012, methodology): “, 1997) or a combination of their performance and invested mental effort (e.g., Camp et al., 2001; Corbalan et al., 2008; Kalyuga, 2006; Salden et al., 2004).”
Conceptions of Efficiency: Applications in Learning and Problem Solving (2010, background): “Instructional designs have been shown to be more efficient based upon presentation modality (Corbalan et al., 2008), how problems are represented (Halabi et al., 2005; Hummel, Paas, & Koper, 2004; Kalyuga & Sweller, 2005) and the nature of content (Sweller & Chandler, 1994).”