Managing Cognitive Load--Recent Trends in Cognitive Load Theory. Commentary.

By Maria Bannert. 2002

300 citations recorded by the source corpus.

Subfields: Automotive Engineering, Experimental and Cognitive Psychology, Human-Computer Interaction

View Paper: https://www.semanticscholar.org/paper/6a05da48b5e1aad1e2b7d843ab6913ba3e394e49

How researchers see this paper

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

In Automotive Engineering

1. J. V. van Merriënboer
2. Roxana Moreno
3. John Sweller
4. Kristian Juha Mikael Kiili

In Experimental and Cognitive Psychology

1. J. V. van Merriënboer
2. Fred Paas
3. John Sweller
4. Paul A. Kirschner
5. Roxana Moreno
6. Tamara van Gog
7. Slava Kalyuga
8. Richard E. Mayer

In Human-Computer Interaction

1. J. V. van Merriënboer
2. Roxana Moreno
3. Paul A. Kirschner
4. John Sweller
5. Kristian Juha Mikael Kiili
6. Richard E. Mayer
7. Sara de Freitas
8. Anthony R. Artino Jr.

Citations in the corpus

• Taking the Load Off a Learner's Mind: Instructional Design for Complex Learning (2003, background): “Learning tasks within a simpler task class are associated with a lower intrinsic cognitive load than learning tasks within a more complex task class (Bannert, 2002).”
• Cognitive load theory, educational research, and instructional design: some food for thought (2010, unknown): “(2008), Beers et al. (2008), Wouters et al.”
• 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).”
• Learner Control, Cognitive Load and Instructional Animation (2007, background): “to learning but instead, reduces working memory capacity available for learning activities (Bannert, 2002).”
• Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions (2005, background): “This study (Pollock et al., 2002) shows that it is possible and sometimes beneficial to alter intrinsic cognitive load by artificially reducing element interactivity (see also Bannert, 2002).”
• Integrating cognitive load theory and concepts of human-computer interaction (2010, background): “The intrinsic load of a task can only be defined in relation to the level of expertise of a learner (Bannert, 2002; Sweller et al., 1998).”
• Digital game-based learning: Towards an experiential gaming model (2005, background): “However, the reduction of the extraneous cognitive load by an ideal instructional format does not guarantee that all free cognitive resources will be allocated to a deeper knowledge construction process (Bannert, 2002).”