Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions

By J. V. van Merriënboer, John Sweller. 2005

2,184 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/d251e7e8f135b54ad08c73056a8990a60329d101

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. Tamara van Gog
3. John Sweller
4. J. V. van Merriënboer
5. Slava Kalyuga
6. Alexander Renkl
7. K. Koedinger
8. Paul Ayres

In Developmental and Educational Psychology

1. Fred Paas
2. John Sweller
3. Tamara van Gog
4. J. V. van Merriënboer
5. Slava Kalyuga
6. Alexander Renkl
7. Paul A. Kirschner
8. Paul Ayres

In Experimental and Cognitive Psychology

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

Citations in the corpus

• Differential effects of problem-solving demands on individual and collaborative learning outcomes. (2011, background): “Although extraneous load does not hamper learning for low in intrinsic load tasks (i.e., low-complexity), it does hamper learning for high intrinsic load tasks (i.e., highcomplexity); hence, reducing extraneous load is imperative for high-complexity tasks (Van Merriënboer & Sweller, 2005).”
• A Review of Research and a Meta-Analysis of the Seductive Detail Effect. (2012, methodology): “Prospectively, adaptive learning environments will be used more frequently in the future (cf. Van Merriënboer & Sweller, 2005).”
• Integrating cognitive load theory and concepts of human-computer interaction (2010, background): “Instructional design principles derived from CLT CLT research has developed a range of instructional design guidelines or effects that are intended to influence the three types of cognitive load (Van Merriënboer & Sweller, 2005).”
• YouMove: enhancing movement training with an augmented reality mirror (2013, background): “Simple Presentation, Low Cognitive Load While practicing, the users should maintain a low cognitive load [34].”
• Cognitive Load Theory: Implications for medical education: AMEE Guide No. 86 (2014, background): “In addition, entirely new tasks may be impossible to complete until prerequisite skills have been automated (van Merriënboer & Sweller 2005).”
• Cognitive load theory, educational research, and instructional design: some food for thought (2010, background): “Examples of studies in which this effect was found are Yeung et al. (1997), Kalyuga et al.”
• The Mirror Neuron System and Observational Learning: Implications for the Effectiveness of Dynamic Visualizations (2009, background): “In the educational literature, this facet of understanding is assumed critical for attaining transfer, that is, application of what has been learned in new tasks or contexts (see e.g., Detterman & Sternberg, 1993; in the context of example-based learning, see Van Gog, Paas, & Van Merriënboer, 2004).”
• Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning (2012, methodology): “Whereas worked examples are primarily based on a written account of a model’s problem-solving procedure, modeling examples involve observing a model performing the task, which can take a variety of forms, not only live observation, but also watching a video inwhich the model is visible (e.g., Braaks”
• Expertise reversal effect and its instructional implications: introduction to the special issue (2010, background): “…includes working memory with very limited duration, as well as storage and processing capacities for novel information, and effectively unlimited long-term memory as a knowledge base (see Sweller 2004; van Merriënboer and Sweller 2005, for recent overviews of the theory).”
• Cognitive Load Theory: New Conceptualizations, Specifications, and Integrated Research Perspectives (2010, background): “Integrated research perspectives During the past two decades, cognitive load theory (CLT: Paas et al. 2003a, 2004; Sweller 1988; Sweller et al. 1998; Van Merriënboer and Sweller 2005) has become an influential theory in the fields of educational psychology and instructional design.”
• A Framework for Evaluating the Quality of Multimedia Learning Resources (2007, background): “Much of the science behind presentation design follows from the properties of human working memory, as addressed in cognitive load theory (CLT) and Mayer’s principles of design for multimedia learning (Mayer, 2001; Mayer & Moreno, 2003; Reed, 2006; van Merrienboer & Sweller, 2005).”