Cognitive load theory in health professional education: design principles and strategies

By J. V. van Merriënboer, John Sweller. Medical Education, 2010

1,354 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/9f733605aeee294f17c8021ba1281975e186b448

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. Fred Paas
2. John Sweller
3. J. V. van Merriënboer
4. Femke C. Kirschner
5. Paul A. Kirschner
6. Paul Ginns
7. Fang‐Tzu Hu
8. J. Bobis

In Developmental and Educational Psychology

1. Fred Paas
2. John Sweller
3. J. V. van Merriënboer
4. Paul A. Kirschner
5. Femke C. Kirschner
6. Tamara van Gog
7. Jeroen Janssen
8. Jimmy Zambrano Ramírez

In Experimental and Cognitive Psychology

1. Fred Paas
2. J. V. van Merriënboer
3. John Sweller
4. Paul A. Kirschner
5. Femke C. Kirschner
6. Tamara van Gog
7. J. Bobis
8. Fang‐Tzu Hu

Citations in the corpus

• Cognitive Load Theory: Implications for medical education: AMEE Guide No. 86 (2014, background): “…CLT research has identified the expertisereversal effect—a phenomenon in which the instructional techniques helpful to early learners (e.g. decreasing extraneous load or simplifying the task) are not helpful to experts and can even result in worse performance (van Merriënboer & Sweller 2010).”
• From Cognitive Load Theory to Collaborative Cognitive Load Theory (2018, methodology): “The use of cognitive load theory for these different types of tasks has also been well recorded, for example Van Merriënboer and Sweller (2010), Rourke and Sweller (2009), and Sweller et al. (2011a, 2011b).”
• Self-regulated learning partially mediates the effect of self-regulated learning interventions on achievement in higher education: A meta-analysis (2019, methodology): “For more information on the expertise reversal effect, we refer the interested reader to the work of Van Merriënboer and others (Van Merriënboer & Sweller, 2010; Young, Van Merriënboer, Durning, & Ten Cate, 2014).”
• Getting the point: Tracing worked examples enhances learning (2015, methodology): “Though automation facilitates the performance of cognitive tasks, Van Merriënboer and Sweller (2010) suggested that since building automated schemas takes a great deal of time and effort, perhaps automation of skills that can be transferred across tasks should be developed (e.g., standard…”
• Applying learning theories and instructional design models for effective instruction. (2016, background): “In this phase, it is important to refer to the principles of multimedia design (27, 28) and cognitive load theory guidelines (24, 48, 50) to create your instructional materials.”
• Effects of the Physical Environment on Cognitive Load and Learning: Towards a New Model of Cognitive Load (2014, background): “The Original Model of Cognitive Load CLT (Ayres and Paas 2012; Paas et al. 2003a, 2004; Paas and Sweller 2012; Paas and Van Merriënboer 1994a; Sweller et al. 1998; Van Merriënboer and Sweller 2005, 2010) is a theoretical framework based upon our knowledge of human cognitive architecture.”
• Learning with desktop virtual reality: Low spatial ability learners are more positively affected (2014, background): “TE The capability of working memory is limited to deal with two to four elements at any given time in the sense of combining, contrasting, or manipulating elements (Sweller, 2005; van Merrienboer & Sweller, 2010).”