Four Ways of Considering Emotion in Cognitive Load Theory

By Jan L. Plass, Slava Kalyuga. Educational Psychology Review, 2019

329 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/525d16b2316b12525b7d54bb9a77cef9bba14052

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Artificial Intelligence

1. Thomas K. F. Chiu
2. Olusola O. Adesope

In Developmental and Educational Psychology

1. Rachel Min Wong
2. Thomas K. F. Chiu
3. Olusola O. Adesope

In Experimental and Cognitive Psychology

1. Rachel Min Wong
2. Thomas K. F. Chiu
3. Olusola O. Adesope

Citations in the corpus

• Social Isolation and Stress as Predictors of Productivity Perception and Remote Work Satisfaction during the COVID-19 Pandemic: The Role of Concern about the Virus in a Moderated Double Mediation (2020, background): “These different effects could find another explanation in the cognitive load theory [45].”
• Digital support for student engagement in blended learning based on self-determination theory (2021, background): “Appealing and interesting designs with warm colors and round shapes should be considered when designing the environment because they can facilitate learning outcomes by inducing positive emotions and creating an enjoyable experience (Chiu et al., 2020; Knörzer et al., 2016; Plass & Kalyuga, 2019).”
• Meta-Analysis of Emotional Designs in Multimedia Learning: A Replication and Extension Study (2020, background): “The CATLM is further supported by Plass and Kalyuga (2019) who outlined four ways in which emotions relate to cognitive load theory: (1) emotions as a source of extraneous cognitive load; (2) emotions as a factor affecting memory; (3) emotions as intrinsic cognitive load; and (4) emotions affecting…”