Relevant bibliographies by topics / Cognitive load theory

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Cognitive load theory'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 July 2025

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Journal articles on the topic "Cognitive load theory"

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Kondala Rao, Tagaram. "Educational Underpinnings of Cognitive Load Theory." International Journal of Science and Research (IJSR) 10, no. 10 (2021): 86–89. https://doi.org/10.21275/sr211001125353.

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Kirschner, Paul A., John Sweller, Femke Kirschner, and Jimmy Zambrano R. "From Cognitive Load Theory to Collaborative Cognitive Load Theory." International Journal of Computer-Supported Collaborative Learning 13, no. 2 (2018): 213–33. http://dx.doi.org/10.1007/s11412-018-9277-y.

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Garvey, Anne M., José Antonio Gonzalo-Angulo, and Laura Parte. "Cognitive Load Theory." Review of Business and Legal Sciences, no. 28 (July 26, 2017): 5. http://dx.doi.org/10.26537/rebules.v0i28.1024.

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The objective of this paper is to investigate if academics and students share similar cognitive structures in relation to the True and Fair View (TFV) concept, a complex accounting principle, which has no official definition and is open to interpretation and professional judgement. A survey method was used to obtain data for this study. The survey allows us to explore academics and students cognitive structures in order to discover differences and the reasons for the variances if any.Our results show that academics and students do not share similar cognitive structures in three areas of intere
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Bannert, Maria. "Managing cognitive load—recent trends in cognitive load theory." Learning and Instruction 12, no. 1 (2002): 139–46. http://dx.doi.org/10.1016/s0959-4752(01)00021-4.

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Kirschner, Paul A. "Cognitive load theory: implications of cognitive load theory on the design of learning." Learning and Instruction 12, no. 1 (2002): 1–10. http://dx.doi.org/10.1016/s0959-4752(01)00014-7.

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Sweller, John, and Paul Chandler. "Evidence for Cognitive Load Theory." Cognition and Instruction 8, no. 4 (1991): 351–62. http://dx.doi.org/10.1207/s1532690xci0804_5.

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Valcke, Martin. "Cognitive load: updating the theory?" Learning and Instruction 12, no. 1 (2002): 147–54. http://dx.doi.org/10.1016/s0959-4752(01)00022-6.

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Paas, Fred, Juhani E. Tuovinen, Huib Tabbers, and Pascal W. M. Van Gerven. "Cognitive Load Measurement as a Means to Advance Cognitive Load Theory." Educational Psychologist 38, no. 1 (2003): 63–71. http://dx.doi.org/10.1207/s15326985ep3801_8.

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Harris, Emily, and Lekshmi Santhosh. "Dual Process Theory and Cognitive Load." Critical Care Clinics 38, no. 1 (2022): 27–36. http://dx.doi.org/10.1016/j.ccc.2021.07.001.

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Owens, Paul, and John Sweller. "Cognitive load theory and music instruction." Educational Psychology 28, no. 1 (2008): 29–45. http://dx.doi.org/10.1080/01443410701369146.

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Dissertations / Theses on the topic "Cognitive load theory"

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Brazas, Michael L. "Cognitive load theory and programmed instruction." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001011.

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Khateeb, Majeda Education Faculty of Arts &amp Social Sciences UNSW. "Cognitive load theory and mathematics education." Publisher:University of New South Wales. Education, 2008. http://handle.unsw.edu.au/1959.4/42635.

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Cognitive load theory uses the immense size of human long-term memory and the significantly limited capacity of working memory to design instructional methods. Five basic principles: information store principle, borrowing and reorganizing principle, randomness as genesis principle, narrow limits of change principle, and environmental linking and organizing principle explain the cognitive basics of this theory. The theory differentiates between three major types of cognitive load: extraneous load that is caused by instructional strategies, intrinsic cognitive load that results from a high elem
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Owens, Paul School of English UNSW. "Cognitive load theory and music instruction." Awarded by:University of New South Wales. School of English, 2005. http://handle.unsw.edu.au/1959.4/22994.

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Cognitive load theory assumes that effective instructional design is subject to the mechanisms that underpin our cognitive architecture and that understanding is constrained by the processing capacity of a limited working memory. This thesis reports the results of six experiments that applied the principles of cognitive load theory to the investigation of instructional design in music. Across the six experiments conditions differed by modality (uni or dual) and/or the nature of presentation (integrated or adjacent; simultaneous or successive). In addition, instructional formats were comprised
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Jankowska, Gierus Bogumila. "Learning with visual representations through cognitive load theory." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=104827.

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This study examined two different strategies of learning with diagrams: drawing diagrams while learning or learning from pre-constructed diagrams. One hundred ninety six junior high school students were randomly placed in a condition either to draw while learning about how airplanes fly or to study from pre-constructed diagrams. Before the learning, students' prior knowledge and elaboration strategies were measured. During learning in either condition, students reported their mental effort. Afterwards, students' learning was tested on both a similar task and transfer task. Cook's (2006) theo
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Hewitt, Max R. "Using cognitive load theory to explain the accrual anomaly /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/8810.

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Burkes, Kate M. Erland Allen Jeff M. "Applying cognitive load theory to the design of online learning." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3698.

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Back, Jonathan. "Predicting the utility of feedback judgements using cognitive load theory." Thesis, Loughborough University, 2003. https://dspace.lboro.ac.uk/2134/34088.

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Results from laboratory testing suggest that user-based relevance feedback can significantly improve retrieval performance. However outside the laboratory, feedback systems are rarely utilised when implemented. This thesis explores why users are often reluctant to provide feedback. Modelling interaction involves reconciling the need for prediction with the seemingly individual-specific effect of information. Information behaviour is guided by heuristics and not by logical analysis or deduction. Heuristics impose assumptions that are used to address a problem in a way that is compatible with an
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Burkes, Kate M. Erland. "Applying Cognitive Load Theory to the Design of Online Learning." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3698/.

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The purpose of the study was to investigate the application of cognitive load theory to the design of online instruction. Students in three different courses (N = 146) were measured on both learning performance and perceptions of mental effort to see if there were any statistically significant differences. The study utilized a quasi-experimental posttest-only control group design contrasting modified and unmodified instructional lessons. Both groups were given a posttest to measure knowledge gained from the lesson (cognitive domain of learning) and perceptions of mental effort involved. Indepe
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Wang, Bo. "Sequencing Tracing with Imagination: A Cognitive Load Perspective." Thesis, The University of Sydney, 2022. https://hdl.handle.net/2123/28780.

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Cognitive load theory has generated several instructional designs based on movement, including the tracing effect, occurring when learners benefit from instructions to trace out lesson materials with the index finger. Historical descriptions of children’s tracing behaviours while learning with Montessori’s “sandpaper letters” suggest some children sequenced their learning by first tracing the letters with eyes open, then with eyes closed. This description resonates with the imagination effect whereby students with sufficient prior knowledge benefit from imagining rather than studying lesson ma
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Oksa, Annishka Education Faculty of Arts &amp Social Sciences UNSW. "Expertise reversal effect in explanatory notes for readers of Shakespearean text." Awarded by:University of New South Wales. Education, 2009. http://handle.unsw.edu.au/1959.4/43747.

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In recent decades, research into human cognition has unveiled in-depth insights into the structures and processes involved in the encoding, storage and retrieval of information. As human working memory is limited in both duration and capacity, cognitive load theory (Sweller, 1988, 1989, 1993, 1994; Sweller & Chandler 1994; Chandler & Sweller 1991; 1996) asserts that information should be designed in a way that does not mentally overload learners. However, instructional designs rarely take into account cognitive processes when structuring teaching materials. In fact, many traditional forms of i
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Books on the topic "Cognitive load theory"

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Ayres, Paul L. (Paul Leslie) and Kalyuga Slava, eds. Cognitive load theory. Springer, 2011.

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Sweller, John, Paul Ayres, and Slava Kalyuga. Cognitive Load Theory. Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-8126-4.

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Plass, Jan L., Roxana Moreno, and Roland Brunken, eds. Cognitive Load Theory. Cambridge University Press, 2009. http://dx.doi.org/10.1017/cbo9780511844744.

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L, Plass Jan, Moreno Roxana, and Brünken Roland 1965-, eds. Cognitive load theory. Cambridge University Press, 2010.

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Tindall-Ford, Sharon, Shirley Agostinho, and John Sweller, eds. Advances in Cognitive Load Theory. Routledge, 2019. http://dx.doi.org/10.4324/9780429283895.

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Jiang, Dayu. Cognitive Load Theory and Foreign Language Listening Comprehension. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-97-2317-1.

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Plass, Jan L., Roxana Moreno, and Roland Brünken. Cognitive Load Theory. Cambridge University Press, 2012.

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Sweller, John, Slava Kalyuga, and Paul Ayres. Cognitive Load Theory. Springer, 2011.

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Plass, Jan L., Roxana Moreno, and Roland Brünken. Cognitive Load Theory. Cambridge University Press, 2006.

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Paas, Fred, Alexander Renkl, and John Sweller, eds. Cognitive Load Theory. Routledge, 2016. http://dx.doi.org/10.4324/9780203764770.

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Book chapters on the topic "Cognitive load theory"

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Sweller, John. "Cognitive Load Theory." In Encyclopedia of the Sciences of Learning. Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_446.

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Busch, Bradley, Edward Watson, and Ludmila Bogatchek. "Cognitive Load Theory." In Teaching & Learning Illuminated. Routledge, 2023. http://dx.doi.org/10.4324/9781003334361-4.

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Sweller, John. "Cognitive load theory." In Advances in Cognitive Load Theory. Routledge, 2019. http://dx.doi.org/10.4324/9780429283895-1.

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Sweller, John, Paul Ayres, and Slava Kalyuga. "Measuring Cognitive Load." In Cognitive Load Theory. Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-8126-4_6.

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Sweller, John, Paul Ayres, and Slava Kalyuga. "Categories of Knowledge: An Evolutionary Approach." In Cognitive Load Theory. Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-8126-4_1.

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Sweller, John, Paul Ayres, and Slava Kalyuga. "The Modality Effect." In Cognitive Load Theory. Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-8126-4_10.

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Sweller, John, Paul Ayres, and Slava Kalyuga. "The Redundancy Effect." In Cognitive Load Theory. Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-8126-4_11.

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Sweller, John, Paul Ayres, and Slava Kalyuga. "The Expertise Reversal Effect." In Cognitive Load Theory. Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-8126-4_12.

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Sweller, John, Paul Ayres, and Slava Kalyuga. "The Guidance Fading Effect." In Cognitive Load Theory. Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-8126-4_13.

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Sweller, John, Paul Ayres, and Slava Kalyuga. "Facilitating Effective Mental Processes: The Imagination and Self-Explanation Effects." In Cognitive Load Theory. Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-8126-4_14.

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Conference papers on the topic "Cognitive load theory"

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Smith, Callum, Karen Rafferty, Vishal Sharma, and Eben Rainey. "Effective Mitigation of Cognitive Load in Complex Mixed Reality Tasks." In 9th International Conference on Human Computer Interaction Theory and Applications. SCITEPRESS - Science and Technology Publications, 2025. https://doi.org/10.5220/0013373700003912.

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Sweller, John. "Cognitive Load Theory and Computer Science Education." In SIGCSE '16: The 47th ACM Technical Symposium on Computing Science Education. ACM, 2016. http://dx.doi.org/10.1145/2839509.2844549.

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Oviatt, Sharon. "Human-centered design meets cognitive load theory." In the 14th annual ACM international conference. ACM Press, 2006. http://dx.doi.org/10.1145/1180639.1180831.

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Revithis, Spyridon, William Wilson, and Nadine Marcus. "A Neurocomputational Instructional Indicator of Working Memory Load in Cognitive Load Theory." In 9th Conference of the Australasian Society for Cognitive Science. Macquarie Centre for Cognitive Science, 2010. http://dx.doi.org/10.5096/ascs200945.

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Harms, Kyle J. "Applying cognitive load theory to generate effective programming tutorials." In 2013 IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC). IEEE, 2013. http://dx.doi.org/10.1109/vlhcc.2013.6645274.

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Qingqiang Lin and Yuxing Huang. "Analysis the cognitive load theory and multi-media instruction." In 2011 International Conference on Computer Science and Service System (CSSS). IEEE, 2011. http://dx.doi.org/10.1109/csss.2011.5972079.

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Meng, Jiaying, Zhifan Wang, and Zhimin Li. "Application of Cognitive Load Theory in Mobile Micro-learning." In 2016 International Conference on Management Science and Innovative Education. Atlantis Press, 2016. http://dx.doi.org/10.2991/msie-16.2016.110.

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Bhowmik, Mahua, and P. Malathi. "Load balancing using game theory in cognitive radio network." In 2016 International Conference on Computing, Communication and Automation (ICCCA). IEEE, 2016. http://dx.doi.org/10.1109/ccaa.2016.7813788.

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Karia, D. C., B. K. Lande, R. D. Daruwala, N. Mishra, K. Shah, and G. Shami. "Game theory based Spectrum Load Balancing in Cognitive Radio." In 2011 International Conference on Signal Processing, Communication, Computing and Networking Technologies (ICSCCN 2011). IEEE, 2011. http://dx.doi.org/10.1109/icsccn.2011.6024544.

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Nurjanah, Arifta, and Endah Retnowati. "Augmented reality in the perspective of cognitive load theory." In FRONTIERS IN INDUSTRIAL AND APPLIED MATHEMATICS: FIAM2022. AIP Publishing, 2024. http://dx.doi.org/10.1063/5.0134796.

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Reports on the topic "Cognitive load theory"

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Abdula, Andrii I., Halyna A. Baluta, Nadiia P. Kozachenko, and Darja A. Kassim. Peculiarities of using of the Moodle test tools in philosophy teaching. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3867.

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The paper considers the role of philosophy and philosophical disciplines as the means of forming general cultural competences, in particular, in the development of critical thinking. The article emphasizes that the process of forming over-subject and soft skills, which, as a rule, include also critical thinking, gets much more complicated under the conditions of the reduction in the volume of philosophical courses. The paper grounds that one of the ways to “return” philosophy to educational programmes can be the implementation of training, using the e-learning environment, especially Moodle. I
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Yatsymirska, Mariya. MODERN MEDIA TEXT: POLITICAL NARRATIVES, MEANINGS AND SENSES, EMOTIONAL MARKERS. Ivan Franko National University of Lviv, 2022. http://dx.doi.org/10.30970/vjo.2022.51.11411.

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The article examines modern media texts in the field of political journalism; the role of information narratives and emotional markers in media doctrine is clarified; verbal expression of rational meanings in the articles of famous Ukrainian analysts is shown. Popular theories of emotions in the process of cognition are considered, their relationship with the author’s personality, reader psychology and gonzo journalism is shown. Since the media text, in contrast to the text, is a product of social communication, the main narrative is information with the intention of influencing public opinion
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