Cognitive load theory: implications of cognitive load theory on the design of learning

By Paul A. Kirschner. 2002

911 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/7883a38d51593d21d06db2ec1375e0507220b576

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In Artificial Intelligence

In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

The impact of augmented reality on cognitive load and performance: A systematic review (2021, methodology): “With this in mind Choi et al. (2014) extended the classic CLT model with the learner, the task and their interaction as causal factors for cognitive load levels (Kirschner, 2002; Paas & Van Merriënboer, 1994) by including the physical learning environment as causal factor on its own.”
Learner Control, Cognitive Load and Instructional Animation (2007, background): “Therefore, appropriate instructional designs decrease extraneous cognitive load but increase germane cognitive load (Kirschner, 2002).”
Cross-Disciplinary Collaboration and Learning (2008, background): “Global environmental change has precipitated the need for integrated science, requiring collaborative efforts across organizations, institutions, and disciplines (Di Castri 2000, Kates et al. 2001, Kostoff 2002, Cash et al. 2003, Rayner 2006, Welp et al. 2006).”
Differential effects of problem-solving demands on individual and collaborative learning outcomes. (2011, background): “Cognitive load theory (CLT: Kirschner, 2002; Paas, Renkl, & Sweller, 2003; Sweller, 1988; Sweller, VanMerriënboer, & Paas, 1998) focuses on learning fromcomplex cognitive tasks based on what is known about human cognitive architecture (Sweller, 1988, 2004).”
From Cognitive Load Theory to Collaborative Cognitive Load Theory (2018, background): “…to collaborate appropriately may be even more prevalent in CSCL where some affordances/conventions of contiguous collaboration do not apply (e.g., Kirschner 2002a; Jeong and Hmelo-Silver 2016) and where others (e.g., deixis, body language, facial expressions) are often not available (Dwyer &…”
How to Design and Deliver Stories about Tourism Destinations (2017, result): “The result is also consistent with the cognitive load theory of learning (Kirschner 2002).”
Learning programming via worked-examples: Relation of learning styles to cognitive load (2014, background): “Cognitive load theory (CLT) has provided guidelines for the development of several instructional formats, including workedexamples (Kirschner, 2002).”
Critical Questions and Argument Stratagems: A Framework for Enhancing and Analyzing Students' Reasoning Practices (2011, methodology): “Finally, given the work that has been performed on cognitive load theory ( Kirschner, 2002 ), we were also concerned with managing the cognitive load involved in weighing and evaluating arguments and counterarguments.”
Digital game-based learning: Towards an experiential gaming model (2005, neutral): “According to Kirschner (2002) the approach of encouraging learners to engage in appropriate cognitive processing can only work if the total cognitive load of instructional design is within working memory limits.”
Mobile technology, learning, and achievement: Advances in understanding and measuring the role of mobile technology in education (2020, background): “…ﬁ t from partnership with educational psychologists and learning scientists, who ensure that multimedia design choices within mobile apps are informed by the body of research on cognitive and motivational factors that in ﬂ uence learning processes and outcomes (c.f., Kirschner, 2002; Mayer, 2017).”
New Frontiers: Regulating Learning in CSCL (2013, background): “Finally, CSCL tasks typically require peers to work together (often in dyads) toward individual mastery, rather than creating interdependence or a need for shared learning to occur (Kirschner, 2002).”
DeFT: A Conceptual Framework for Considering Learning with Multiple Representations. (2006, background): “It adds to the substantial literature on cognitive load accounts of learning with MERs (e.g., Kalyuga, Chandler, & Sweller, 1999; Kirschner, 2002; Mayer & Moreno, 2002) by identifying factors that add to cognitive load in these situations.”
Research on cognitive load theory and its design implications for e-learning (2005, background): “In the last decade, cognitive load theory (CLT) has become an established theory in the field of learning and instruction (for overviews, see Kirschner, 2002; Paas, Renkl, & Sweller, 2003, 2004).”