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Journal articles on the topic 'Cognitive load theory'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

安, 其梅. "A Review of Cognitive Load Theory." Advances in Psychology 05, no. 01 (2015): 50–55. http://dx.doi.org/10.12677/ap.2015.51007.

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12

Arora, Kiran. "Cognitive Load Theory and worked examples." SecEd 2019, no. 16 (2019): 18–19. http://dx.doi.org/10.12968/sece.2019.16.18.

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Can putting yourselves in your students' shoes help you to become a better teacher? Former maths teacher turned research manager Kiran Arora reflects on his experience of using Cognitive Load Theory and worked examples to tackle new areas of learning

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13

Sweller, John. "Cognitive load theory and educational technology." Educational Technology Research and Development 68, no. 1 (2019): 1–16. http://dx.doi.org/10.1007/s11423-019-09701-3.

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14

Kavic, Michael S. "Cognitive Load Theory and Learning Medicine." Photomedicine and Laser Surgery 31, no. 8 (2013): 357–59. http://dx.doi.org/10.1089/pho.2013.9874.

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15

Schnotz, Wolfgang, and Christian Kürschner. "A Reconsideration of Cognitive Load Theory." Educational Psychology Review 19, no. 4 (2007): 469–508. http://dx.doi.org/10.1007/s10648-007-9053-4.

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16

Sweller, John. "Cognitive load theory and individual differences." Learning and Individual Differences 110 (February 2024): 102423. http://dx.doi.org/10.1016/j.lindif.2024.102423.

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17

Timothy, Venance, Frank Fischer, Bianca Watzka, Raimund Girwidz, and Matthias Stadler. "Applying Cognitive Load Theory in Teacher Education." Psychological Test Adaptation and Development 4, no. 1 (2023): 246–56. http://dx.doi.org/10.1027/2698-1866/a000052.

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Abstract: The study investigated the validation of a rating scale to measure cognitive load in science teacher education. The rating scale was used to measure three types of cognitive load in a new learning context with 81 undergraduate students enrolled in a science education program, randomly assigned to three experimental groups: problem-solving, example-based learning, and control groups. The preservice teachers' cognitive load was measured using a rating scale during an intervention to diagnose students' misconceptions in physics. The study also assessed the effect of instructional design

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18

Assis Hornay, Priscilla Maria. "Cognitive Load Theory and the English Language Instruction." ACCENTIA: Journal of English Language and Education 1, no. 1 (2021): 43–55. http://dx.doi.org/10.37598/accentia.v1i1.1015.

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Working memory is used to process information of our mental representations and new knowledge. In learning English language, students are faced with various kinds of material and instruction that relate to the development of their knowledge and skills. However, extraneous information may overload their cognitive load and inhibit their knowledge and performances. Therefore, the theory of cognitive load effects provides a solution towards the overloading of cognitive capacity by introducing cognitive load effects. Cognitive load theory itself deals with the instructional design methods that use

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19

Syagif, Ahmad. "TEORI BEBAN KOGNITIF JOHN SWELLER DAN IMPLIKASINYA DALAM PEMBELAJARAN BAHASA ARAB PADA JENJANG PENDIDIKAN DASAR." FASHLUNA 5, no. 2 (2024): 93–105. https://doi.org/10.47625/fashluna.v5i2.883.

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This study aims to explain the concept of Cognitive Load Theory developed by John Sweller and its implications for Arabic language learning at the elementary education level. Using a literature review approach and descriptive-analytical techniques, this study provides an in-depth analysis of relevant literature. The findings reveal that Cognitive Load Theory highlights the limitations of working memory in processing information, which includes intrinsic, extrinsic, and germane cognitive loads. In Arabic language learning, this theory guides educators to reduce intrinsic cognitive load through

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20

Young, John Q., Christy K. Boscardin, Savannah M. van Dijk, et al. "Performance of a cognitive load inventory during simulated handoffs: Evidence for validity." SAGE Open Medicine 4 (January 1, 2016): 205031211668225. http://dx.doi.org/10.1177/2050312116682254.

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Background: Advancing patient safety during handoffs remains a public health priority. The application of cognitive load theory offers promise, but is currently limited by the inability to measure cognitive load types. Objective: To develop and collect validity evidence for a revised self-report inventory that measures cognitive load types during a handoff. Methods: Based on prior published work, input from experts in cognitive load theory and handoffs, and a think-aloud exercise with residents, a revised Cognitive Load Inventory for Handoffs was developed. The Cognitive Load Inventory for Han

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21

Murphy, Gillian, and Ciara M. Greene. "Load theory behind the wheel; perceptual and cognitive load effects." Canadian Journal of Experimental Psychology/Revue canadienne de psychologie expérimentale 71, no. 3 (2017): 191–202. http://dx.doi.org/10.1037/cep0000107.

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22

Brockbank, Rebecca B., and David F. Feldon. "Cognitive Reappraisal: The Bridge between Cognitive Load and Emotion." Education Sciences 14, no. 8 (2024): 870. http://dx.doi.org/10.3390/educsci14080870.

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Within this integrative review, cognitive load theory (CLT) is asserted as a powerful framework for conceptualizing human cognitive processes within learning. The relationship between cognition and emotion is then examined and further integrated within the scope of CLT. Emotion regulation strategies are discussed and adaptive strategies are proposed as being of particular relevance to broadening the theoretical and practical impacts of CLT. Central to the argument of this review is the use of cognitive reappraisal as a potential mitigator of cognitive load. Cognitive reappraisal involves refra

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23

van Gog, Tamara, Fred Paas, and John Sweller. "Cognitive Load Theory: Advances in Research on Worked Examples, Animations, and Cognitive Load Measurement." Educational Psychology Review 22, no. 4 (2010): 375–78. http://dx.doi.org/10.1007/s10648-010-9145-4.

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24

Sewell, Justin L. "Going with the cognitive (load theory) flow." Medical Education 55, no. 7 (2021): 770–72. http://dx.doi.org/10.1111/medu.14533.

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25

Taylor, Cody. "Cognitive Load Theory � Sometimes Less Is More." i-manager's Journal on School Educational Technology 9, no. 1 (2013): 61–68. http://dx.doi.org/10.26634/jsch.9.1.2402.

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26

Iskander, Morkos. "Application of cognitive load theory in burnout." Clinical Teacher 16, no. 4 (2019): 407–8. http://dx.doi.org/10.1111/tct.13020.

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27

Little, Jennifer J. "Cognitive Load Theory and Library Research Guides." Internet Reference Services Quarterly 15, no. 1 (2010): 53–63. http://dx.doi.org/10.1080/10875300903530199.

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28

Ayres, Paul, and Fred Paas. "Cognitive Load Theory: New Directions and Challenges." Applied Cognitive Psychology 26, no. 6 (2012): 827–32. http://dx.doi.org/10.1002/acp.2882.

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29

Ginns, Paul, and Jimmie Leppink. "Special Issue on Cognitive Load Theory: Editorial." Educational Psychology Review 31, no. 2 (2019): 255–59. http://dx.doi.org/10.1007/s10648-019-09474-4.

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30

Moreno, Roxana. "Cognitive load theory: more food for thought." Instructional Science 38, no. 2 (2009): 135–41. http://dx.doi.org/10.1007/s11251-009-9122-9.

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31

Ouwehand, Kim, Florence Lespiau, André Tricot, and Fred Paas. "Cognitive Load Theory: Emerging Trends and Innovations." Education Sciences 15, no. 4 (2025): 458. https://doi.org/10.3390/educsci15040458.

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32

Butarev, K. V. "Learning programming from the perspective of cognitive load theory." Informatics in school 23, no. 5 (2024): 5–11. http://dx.doi.org/10.32517/2221-1993-2024-23-5-5-11.

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The article discusses the applications of Cognitive Load Theory in the design of tasks and educational materials for programming. It describes Cognitive Load Theory as a theory of instructional design, grounded in cognitive psychology, specifically the Atkinson—Shiffrin three-component model and Baddeley's working memory model. The article also defines cognitive load and its categories, as well as other important concepts. Key cognitive effects described by Cognitive Load Theory, such as the split-attention effect, modality effect, collective working memory effect, and worked-example effect, a

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33

Chan, H. S., and Alan J. Courtney. "Effects of Cognitive Foveal Load on a Peripheral Single-Target Detection Task." Perceptual and Motor Skills 77, no. 2 (1993): 515–33. http://dx.doi.org/10.2466/pms.1993.77.2.515.

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This experiment investigated the effects of foveal cognitive load on a primary peripheral single-target detection task. Four levels of foveal task with cognitive loads involving identification and summation of numerals were used. Number of correct targets detected seemed unaffected by the foveal load in the near periphery but a decrement occurred beyond 7.7°. Response times for correct responses showed large dispersion compared with that for correct locations. At a low cognitive load, foveal task performance showed no deterioration for all eccentricities tested, but at a higher cognitive load

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34

Surbakti, Rudy, Satria Evans Umboh, Ming Pong, and Sokha Dara. "Cognitive Load Theory: Implications for Instructional Design in Digital Classrooms." International Journal of Educational Narratives 2, no. 6 (2024): 483–93. https://doi.org/10.70177/ijen.v2i6.1659.

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The rapid integration of digital tools in education has transformed classroom environments, creating new opportunities and challenges for instructional design. One key area of focus is the management of cognitive load, which refers to the mental effort required to process information during learning. Cognitive Load Theory (CLT) offers insights into how instructional materials can be optimized to improve learning outcomes. In digital classrooms, the effective design of instructional content becomes even more critical due to the increased multimedia elements and potential for cognitive overload.

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35

Lopez, Sandeep. "Impact of Cognitive Load Theory on the Effectiveness of Microlearning Modules." European Journal of Education and Pedagogy 5, no. 2 (2024): 29–35. http://dx.doi.org/10.24018/ejedu.2024.5.2.799.

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This study explores how Cognitive Load Theory (CLT) impacts microlearning effectiveness in the Indian educational context. CLT, introduced by John Sweller in the late 1980s, suggests that cognitive capacity influences information processing. The research aims to assess cognitive load in microlearning, gauge its perceived effectiveness, examine the relationship between cognitive load and effectiveness, and explore demographic influences. A structured survey, conducted over 4 weeks with 300 participants from educational institutions and online platforms in India, revealed moderate intrinsic and

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36

Paas, Fred, and Jeroen J. G. van Merriënboer. "Cognitive-Load Theory: Methods to Manage Working Memory Load in the Learning of Complex Tasks." Current Directions in Psychological Science 29, no. 4 (2020): 394–98. http://dx.doi.org/10.1177/0963721420922183.

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Cognitive-load researchers attempt to engineer the instructional control of cognitive load by designing methods that substitute productive for unproductive cognitive load. This article highlights proven and new methods to achieve this instructional control by focusing on the cognitive architecture used by cognitive-load theory and aspects of the learning task, the learner, and the learning environment.

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37

Mancinetti, Marco, Sissel Guttormsen, and Christoph Berendonk. "Cognitive load in internal medicine: What every clinical teacher should know about cognitive load theory." European Journal of Internal Medicine 60 (February 2019): 4–8. http://dx.doi.org/10.1016/j.ejim.2018.08.013.

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38

Asma, Houichi, and Sarnou Dallel. "Cognitive Load Theory and its Relation to Instructional Design: Perspectives of Some Algerian University Teachers of English." Arab World English Journal 11, no. 4 (2020): 110–27. http://dx.doi.org/10.24093/awej/vol11no4.8.

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Cognitive Load Theory is a theory that can be used by educators to design effective instructions. It has been applied in many areas, including teaching English as a foreign language as it contributes to positive outcomes. Before designing instructions, teachers should well understand the theory of Cognitive Load alongside human brain architecture. Sometimes students are taught more than they can learn due to their limited cognitive capacities which teachers do not consider. Students, therefore, often experience a cognitive overload which may lead to learning failure. So to what extent Algerian

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39

Sharma, Neel. "Cognitive load theory and teaching in primary care." British Journal of General Practice 66, no. 649 (2016): 430. http://dx.doi.org/10.3399/bjgp16x686389.

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40

Sithole, Seedwell T. M. "Application of Cognitive Load Theory in Accounting Education." International Journal of Accounting and Financial Reporting 8, no. 4 (2018): 197. http://dx.doi.org/10.5296/ijafr.v8i4.13744.

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The field of accounting education has recently adopted cognitive load theory (CLT), which originated in educational psychology. There are several empirical studies inspired by CLT which have demonstrated the practical implications of this theory. Although some articles have addressed the relationship of CLT and accounting education, none have considered the integration of the design principles and provide practical guidelines accounting educators may follow. Three techniques are described, by which educators may do so: (a) minimising instructional procedures that splits the attention of studen

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41

Rana, Jasmine, and Susan Burgin. "Teaching & Learning Tips 2: Cognitive load theory." International Journal of Dermatology 56, no. 12 (2017): 1438–41. http://dx.doi.org/10.1111/ijd.13707.

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42

Chandler, Paul, and John Sweller. "Cognitive Load Theory and the Format of Instruction." Cognition and Instruction 8, no. 4 (1991): 293–332. http://dx.doi.org/10.1207/s1532690xci0804_2.

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43

Partarakis, Nikolaos, and Xenophon Zabulis. "Applying Cognitive Load Theory to eLearning of Crafts." Multimodal Technologies and Interaction 8, no. 1 (2023): 2. http://dx.doi.org/10.3390/mti8010002.

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Craft education and training are important for preserving cultural heritage and fostering artisanal skills. However, the pedagogical challenges in this domain are numerous. This research paper presents a comprehensive framework for applying Cognitive Load Theory to enhance craft education and training via eLearning platforms. In this study, practical guidelines based on CLT principles are provided to optimize the instructional design and content delivery. These guidelines scaffold craft learning experiences within eLearning platforms and encompass strategies to manage cognitive load, promote a

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44

Lavie, Nilli, Aleksandra Hirst, Jan W. de Fockert, and Essi Viding. "Load Theory of Selective Attention and Cognitive Control." Journal of Experimental Psychology: General 133, no. 3 (2004): 339–54. http://dx.doi.org/10.1037/0096-3445.133.3.339.

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45

Schneider, Dana, Rebecca Lam, Andrew P. Bayliss, and Paul E. Dux. "Cognitive Load Disrupts Implicit Theory-of-Mind Processing." Psychological Science 23, no. 8 (2012): 842–47. http://dx.doi.org/10.1177/0956797612439070.

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46

Paas, Fred, Alexander Renkl, and John Sweller. "Cognitive Load Theory and Instructional Design: Recent Developments." Educational Psychologist 38, no. 1 (2003): 1–4. http://dx.doi.org/10.1207/s15326985ep3801_1.

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47

Ayres, Paul. "Something old, something new from cognitive load theory." Computers in Human Behavior 113 (December 2020): 106503. http://dx.doi.org/10.1016/j.chb.2020.106503.

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48

Schilling, Jim F. "Cognitive Load Theory of Learning: Underpinnings and Model." International Journal of Athletic Therapy and Training 21, no. 2 (2016): 12–16. http://dx.doi.org/10.1123/ijatt.2014-0074.

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49

Sweller, John. "Cognitive load theory, learning difficulty, and instructional design." Learning and Instruction 4, no. 4 (1994): 295–312. http://dx.doi.org/10.1016/0959-4752(94)90003-5.

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50

Abduqahhorova, Muhayyoxon, and Ezoza Khazratkulova. "Cognitive load theory and its application for learning." Инновации в современной лингвистике и преподавании языков, no. 1 (April 11, 2025): 143–45. https://doi.org/10.47689/zttctoi-vol1-iss1-pp143-145.

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Why is learning effortful? Why do we struggle to learn calculus but easily learn our mother tongue? How can we make hard skills easier to learn? Cognitive load theory is a powerful framework from psychology for making sense of these questions. Cognitive load theory, developed in the 1980s by psychologist John Sweller, has become a dominant paradigm for the design of teaching materials. In this essay, I explain the theory, some of its key predictions, and potential applications for your learning.

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