Publication Date
In 2024 | 0 |
Since 2023 | 5 |
Since 2020 (last 5 years) | 13 |
Since 2015 (last 10 years) | 31 |
Since 2005 (last 20 years) | 47 |
Descriptor
Source
Author
Paas, Fred | 47 |
van Gog, Tamara | 11 |
Sweller, John | 8 |
Baars, Martine | 6 |
de Koning, Bjorn B. | 6 |
Castro-Alonso, Juan C. | 4 |
Agostinho, Shirley | 3 |
Ayres, Paul | 3 |
Chandler, Paul | 3 |
Chen, Ouhao | 3 |
Mavilidi, Myrto-Foteini | 3 |
More ▼ |
Publication Type
Journal Articles | 47 |
Reports - Research | 29 |
Reports - Evaluative | 9 |
Reports - Descriptive | 7 |
Information Analyses | 4 |
Tests/Questionnaires | 1 |
Education Level
Elementary Education | 6 |
Higher Education | 6 |
Secondary Education | 6 |
Postsecondary Education | 4 |
Early Childhood Education | 2 |
Adult Education | 1 |
Elementary Secondary Education | 1 |
Grade 1 | 1 |
Grade 10 | 1 |
Grade 5 | 1 |
Grade 6 | 1 |
More ▼ |
Audience
Location
Netherlands | 6 |
Australia | 2 |
Hong Kong | 1 |
Italy | 1 |
New Zealand | 1 |
South Korea | 1 |
Taiwan | 1 |
United Kingdom (Scotland) | 1 |
United States | 1 |
Zimbabwe | 1 |
Laws, Policies, & Programs
Assessments and Surveys
Longitudinal Surveys of… | 1 |
Program for International… | 1 |
What Works Clearinghouse Rating
Sweller, John; van Merriënboer, Jeroen J. G.; Paas, Fred – Educational Psychology Review, 2019
Cognitive load theory was introduced in the 1980s as an instructional design theory based on several uncontroversial aspects of human cognitive architecture. Our knowledge of many of the characteristics of working memory, long-term memory and the relations between them had been well-established for many decades prior to the introduction of the…
Descriptors: Difficulty Level, Cognitive Processes, Instructional Design, Short Term Memory
Choi, Hwan-Hee; van Merriënboer, Jeroen J. G.; Paas, Fred – Educational Psychology Review, 2014
Although the theoretical framework of cognitive load theory has acknowledged a role for the learning environment, the specific characteristics of the physical learning environment that could affect cognitive load have never been considered, neither theoretically nor empirically. In this article, we argue that the physical learning environment, and…
Descriptors: Cognitive Processes, Difficulty Level, Educational Environment, Instructional Effectiveness
Paas, Fred; Ayres, Paul – Educational Psychology Review, 2014
According to cognitive load theory (CLT), the limitations of working memory (WM) in the learning of new tasks together with its ability to cooperate with an unlimited long-term memory (LTM) for familiar tasks enable human beings to deal effectively with complex problems and acquire highly complex knowledge and skills. With regard to WM, CLT has…
Descriptors: Cognitive Ability, Concept Formation, Memory, Instructional Design
Antonenko, Pavlo; Paas, Fred; Grabner, Roland; van Gog, Tamara – Educational Psychology Review, 2010
Application of physiological methods, in particular electroencephalography (EEG), offers new and promising approaches to educational psychology research. EEG is identified as a physiological index that can serve as an online, continuous measure of cognitive load detecting subtle fluctuations in instantaneous load, which can help explain effects of…
Descriptors: Educational Psychology, Medicine, Cognitive Processes, Diagnostic Tests
Paas, Fred; Sweller, John – Educational Psychology Review, 2012
Cognitive load theory is intended to provide instructional strategies derived from experimental, cognitive load effects. Each effect is based on our knowledge of human cognitive architecture, primarily the limited capacity and duration of a human working memory. These limitations are ameliorated by changes in long-term memory associated with…
Descriptors: Teaching Methods, Educational Psychology, Memory, Long Term Memory
de Koning, Bjorn B.; Tabbers, Huib K.; Rikers, Remy M. J. P.; Paas, Fred – Computers & Education, 2010
This study investigated whether learners construct more accurate mental representations from animations when instructional explanations are provided via narration than when learners attempt to infer functional relations from the animation through self-explaining. Also effects of attention guidance by means of cueing are investigated. Psychology…
Descriptors: Animation, Cues, Knowledge Level, Human Body
Zhang, Shirong; de Koning, Bjorn B.; Paas, Fred – Educational Psychology, 2023
We investigated whether finger pointing is an effective cognitive-load self-management strategy to mitigate the split-attention effect during learning. This effect holds that learning from split-attention examples consisting of spatially separated, but mutually referring text and picture, is less effective than learning from equivalent spatially…
Descriptors: Nonverbal Communication, Attention, Self Management, Cognitive Processes
Zhang, Shirong; de Koning, Bjorn B.; Paas, Fred – Applied Cognitive Psychology, 2022
We investigated whether finger pointing can be used as a cognitive load self-management strategy when learning from split-attention examples. We expected that pointing would reduce cognitive load and enhance learning performance. In a guided self-management phase, 122 university students studied a split-attention example under three pointing…
Descriptors: Cognitive Processes, Difficulty Level, Attention, Self Management
Zhang, Shirong; Koning, Bjorn B.; Paas, Fred – British Journal of Educational Psychology, 2023
Background: Self-management of cognitive load is a recent development in cognitive load theory. Finger pointing has been shown to be a potential self-management strategy to support learning from spatially separated, but mutually referring text and pictures (i.e., split-attention examples). Aims: The present study aimed to extend the prior research…
Descriptors: Self Management, Cognitive Processes, Difficulty Level, Nonverbal Communication
Chen, Ouhao; Paas, Fred; Sweller, John – Educational Psychology Review, 2023
Educational researchers have been confronted with a multitude of definitions of task complexity and a lack of consensus on how to measure it. Using a cognitive load theory-based perspective, we argue that the task complexity that learners experience is based on element interactivity. Element interactivity can be determined by simultaneously…
Descriptors: Cognitive Processes, Difficulty Level, Task Analysis, Long Term Memory
Castro-Alonso, Juan C.; Wong, Rachel M.; Adesope, Olusola O.; Paas, Fred – Educational Psychology Review, 2021
Multimedia pedagogical agents are on-screen characters that allow users to navigate or learn in multimedia environments. Several agents' characteristics may moderate their instructional effectiveness, including appearance, gender, nonverbal communication, motion, and voice. Here, we conducted a meta-analysis to test hypotheses from diverse…
Descriptors: Teaching Methods, Multimedia Instruction, Meta Analysis, Instructional Effectiveness
Chen, Ouhao; Paas, Fred; Sweller, John – Educational Psychology Review, 2021
Spaced and interleaved practices have been identified as effective learning strategies which sometimes are conflated as a single strategy and at other times treated as distinct. Learning sessions in which studying information or practicing problems are spaced in time with rest-from-deliberate-learning periods between sessions generally result in…
Descriptors: Cognitive Processes, Difficulty Level, Short Term Memory, Intervals
Castro-Alonso, Juan C.; de Koning, Bjorn B.; Fiorella, Logan; Paas, Fred – Educational Psychology Review, 2021
Researchers of cognitive load theory and the cognitive theory of multimedia learning have identified several strategies to optimize instructional materials. In this review article we focus on five of these strategies or solutions to problematic instructional designs in multimedia learning: (a) the multimedia principle (use visualizations and…
Descriptors: Instructional Materials, Cognitive Processes, Difficulty Level, Multimedia Instruction
Mavilidi, Myrto F.; Marsh, Herbert W.; Xu, Kate M.; Parker, Philip D.; Jansen, Pauline W.; Paas, Fred – Journal of Educational Psychology, 2022
The effects of school starting age and relative age effects (RAEs) have generated much interest from parents, teachers, policymakers, and educational researchers. Our 10-year longitudinal study is based on a nationally representative (N = 4,983) prospective sample from the Longitudinal Study of Australian Children. The primary outcomes are results…
Descriptors: Age, Age Differences, Academic Achievement, Elementary School Students
Xu, Kate M.; Koorn, Petra; de Koning, Björn; Skuballa, Irene T.; Lin, Lijia; Henderikx, Maartje; Marsh, Herbert W.; Sweller, John; Paas, Fred – Journal of Educational Psychology, 2021
Many large-scale, school-based interventions have attempted to improve academic performance through promoting students' growth mindset, defined as the belief that one's intellectual ability can increase with practice and time. However, most have shown weak to no effects. Thus, it is important to examine how growth mindset might affect retention…
Descriptors: Cognitive Ability, Learning Motivation, Learning Processes, Retention (Psychology)