Rethinking the Boundaries of Cognitive Load Theory in Complex Learning

By Slava Kalyuga, Anne-Marie Singh. 2016

221 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/7f16ccd5e789aa932149640507e04b5ae7ae81fe

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. Kate M. Xu
2. Manu Kapur
3. Alexander Skulmowski

In Developmental and Educational Psychology

1. Kate M. Xu
2. Manu Kapur
3. Alexander Skulmowski
4. Nikol Rummel
5. Katharina Loibl
6. Katerine Bielaczyc

In Experimental and Cognitive Psychology

1. Kate M. Xu
2. Manu Kapur
3. Alexander Skulmowski

Citations in the corpus

• Understanding Cognitive Load in Digital and Online Learning: a New Perspective on Extraneous Cognitive Load (2021, methodology): “A number of CLT researchers also explicitly refer to the notions of costs and benefits when discussing cognitive load (e.g., Kalyuga, 2007, 2012; Kalyuga & Singh, 2016).”
• Examining Productive Failure, Productive Success, Unproductive Failure, and Unproductive Success in Learning (2016, background): “Kalyuga and Singh (2015) called for a reconsideration of the scope of applicability of CLT. Specifically, they argued that CLT has largely been concerned with the instructional goal of schema acquisition of basic knowledge.”