Cognitive Load Theory and Instructional Design: Recent Developments

By Fred Paas, Alexander Renkl, John Sweller. 2003

2,759 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/b4f660188e4bc5fdd25ba1c11071d56f8fda088c

How researchers see this paper

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

In Education

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

In Experimental and Cognitive Psychology

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

Citations in the corpus

• Integrating Reform–Oriented Math Instruction in Special Education Settings (2007, background): “However, recent investigations of CLT have revealed much more complex interactions between the structure of information to be learned and cognitive processing needed for understanding ( Paas, Renkl, & Sweller, 2003 ).”
• Decreasing Cognitive Load for Novice Students: Effects of Explanatory versus Corrective Feedback in Discovery-Based Multimedia (2004, methodology): “For example, any instructional activity that requires students to engage in either a search for a problem solution or a search for referents in an explanation is likely to impair learning by increasing extraneous cognitive load ( Paas, Renkl and Sweller 2003 ).”
• Making the Black Box of Collaborative Learning Transparent: Combining Process-Oriented and Cognitive Load Approaches (2010, background): “Therefore, in trying to better understand the effectiveness and efficiency of collaborative learning, it is essential that the cognitive load imposed on a group member’s WM be taken into account (Paas et al. 2003b; Paas and Van Merriënboer 1993; Van Gog and Paas 2008).”
• Learning to Troubleshoot: A New Theory-Based Design Architecture (2006, background): “Integrating multiple representations in the systems model with the experiences of others while also manipulating the simulator imposes heavy demands on working memory (Paas et al., 2003).”
• The role of individual and contextual factors in the development of maths skills (2009, neutral): “In order to be able to construct new strategies and synthesise knowledge, associations among strategies and knowledge need to be built and strengthened to free working memory capacity (see also Paas, Renkl, & Sweller, 2003 ).”
• The role of working memory components in multimedia comprehension (2008, background): “The most influential models that have been proposed in the field of multimedia learning are the cognitive load theory ( Paas, Renkl, & Sweller, 2003; Sweller, 1999; Sweller, van Merrienboer, & Paas, 1998), the cognitive theory of multimedia learning (Mayer, 2001, 2005), and the integrated model of ”
• Student retention in distance education: are we failing our students? (2013, background): “There are theories of motivation such as Keller’s (1998) ARCS Theory (Attention, Relevance, Confidence and Satisfaction) and Sweller’s Cognitive Load Theory (Paas et al., 2003) that may help; there is limited evidence of the use of the latter in Impelluso (2009), for example.”
• The Automation-by-Expertise-by-Training Interaction (2017, methodology): “The framework is based on cognitive load theory, an approach to training that matches information and tasks to learner expertise level to minimize avoidable loads on working memory and to maximize schema acquisition (Kalyuga, Chandler, & Sweller, 1998; Paas, Renkl, & Sweller, 2003).”
• Instructional Aids to Support a Conceptual Understanding of Multiple Representations. (2009, background): “, Paas, Renkl, & Sweller, 2003; Sweller, 2005; Sweller, van Merriënboer, & Paas, 1998). This theory is concerned with the design of instructional materials that prevents unnecessary load on learners’ working memory capacities in order to help them efficiently use their limited cognitive processing c”
• How to Optimize Learning From Animated Models: A Review of Guidelines Based on Cognitive Load (2008, background): “From an instructional design point of view, extraneous cognitive load and germane cognitive load should be considered as communicating vessels because the reduction of extraneous cognitive load can free cognitive resources for an increase in germane cognitive load (Paas et al., 2003).”