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

By Richard E. Clark, Frank Nguyen, John Sweller, M. Baddeley. 2005

416 citations recorded by the source corpus.

How researchers see this paper

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Cognitive load theory: more food for thought (2010, background): “’’ The theory proved successful in inspiring many experimental studies aimed at testing the CL effects of instructional design for over 20 years (Clark et al. 2006).”
The flipped classroom: supporting a diverse group of students in their learning (2019, background): “This finding supports previous research demonstrating that pre-class activities in the flipped classroom can help reduce the cognitive load (Abeysekera and Dawson 2015; Clark et al. 2011) and that spacing of learning maximises students’ memory retention (Khajah et al.”
Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research (2015, background): “CLTis built around the notion that we experience different types of ‘ load ’ when learning: intrinsic, extraneous and germane (Clark et al., 2005).”
Step Tutor: Supporting Students through Step-by-Step Example-Based Feedback (2020, background): “Worked Examples (WEs) are a form of instructional support, which give students a demonstration of how to solve a problem [11].”