Animation has an inherent advantage over static graphics when presenting dynamic content because it provides a more accurate and realistic depiction. Simultaneously, animation has an inherent disadvantage because most animated information is perceptually transient. In this quasi-experimental study, cognitive load theory was used to investigate the…

Animation has an inherent advantage over static graphics when presenting dynamic content because it provides a more accurate and realistic depiction. Simultaneously, animation has an inherent disadvantage because most animated information is perceptually transient. In this quasi-experimental study, cognitive load theory was used to investigate the…

Domain-general cognitive knowledge has frequently been used to explain skill when domain-specific knowledge held in long-term memory may provide a better explanation. An emphasis on domain-general knowledge may be misplaced if domain-specific knowledge is the primary factor driving acquired intellectual skills. We trace the long history of…

This study compared the effects of worked example and problem-solving approaches in individual or group work settings on learning to solve geometry problems. One hundred and one seventh graders from Indonesia were randomly allocated to four experimental groups using a 2 (problem-solving vs. worked examples) x 2 (individual vs. group study) design.…

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…

In two experiments, the principles of cognitive load theory were applied to the design of alternatives to conventional music instruction hypothesised to facilitate learning. Experiment 1 demonstrated that spatial integration of visual text and musical notation, and dual-modal delivery of auditory text and musical notation, were superior to the…

Empirical studies within a cognitive load framework have determined that for novice learners, worked examples provide appropriate levels of instructional guidance. As learners advance in specific subject domains, worked examples should be gradually replaced by practice problems with limited guidance. This study compared performance, both…

Over the last few years, cognitive load theory has progressed and advanced rapidly. The articles in this special issue, which document those advances, are based on contributions to the 3rd International Cognitive Load Theory Conference (2009), Heerlen, The Netherlands. The articles of this special issue on cognitive load theory discuss new…

In cognitive load theory, element interactivity has been used as the basic, defining mechanism of intrinsic cognitive load for many years. In this article, it is suggested that element interactivity underlies extraneous cognitive load as well. By defining extraneous cognitive load in terms of element interactivity, a distinct relation between…

Cognitive load theory has been concerned primarily with techniques that will facilitate the acquisition by students of knowledge previously generated by others and deemed to be important by society. The initial generation of that knowledge, a creative process, has been largely ignored. The recent expansion of cognitive load theory's cognitive…

Learning by observing and imitating others has long been recognized as constituting a powerful learning strategy for humans. Recent findings from neuroscience research, more specifically on the mirror neuron system, begin to provide insight into the neural bases of learning by observation and imitation. These findings are discussed here, along…

The conditions under which explicit instruction in checking, combined with worked examples, may be beneficial in learning how to translate sentences into algebraic equations was examined from the perspective of cognitive load theory. In two experiments it was shown that Grade 8 and 9 students were initially disadvantaged by the inclusion of a…

Traditionally, Cognitive Load Theory (CLT) has focused on instructional methods to decrease extraneous cognitive load so that available cognitive resources can be fully devoted to learning. This article strengthens the cognitive base of CLT by linking cognitive processes to the processes used by biological evolution. The article discusses recent…

The expertise reversal effect occurs when a learning procedure that is effective for novices becomes ineffective for more knowledgeable learners. The authors consider how to match instructional presentations to levels of learner knowledge. Experiments 1-2 were designed to develop a schema-based rapid method of measuring learners' knowledge in a…

Learning and understanding of science instructional material was examined from a cognitive load perspective. Diagrams were expected to reduce cognitive load by allowing students to process information using fewer elements in working memory than an equivalent text-based format. Two experiments using different chemistry instructions confirmed these…