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Direct linkSpanjers, Ingrid A. E.; van Gog, Tamara; van Merrienboer, Jeroen J. G. – Educational Psychology Review, 2010
This article reviews studies investigating segmentation of dynamic visualizations (i.e., showing dynamic visualizations in pieces with pauses in between) and discusses two not mutually exclusive processes that might underlie the effectiveness of segmentation. First, cognitive activities needed for dealing with the transience of dynamic…
Descriptors: Visualization, Learning, Cognitive Processes, Animation
van Merrienboer, Jeroen J. G.; Sluijsmans, Dominique M. A. – Educational Psychology Review, 2009
This article explores the opportunities to apply cognitive load theory and four-component instructional design to self-directed learning. Learning tasks are defined as containing three elements: learners must (a) "perform" the tasks, (b) "assess" their task performance, and (c) "select" future tasks for improving their performance. Principles to…
Descriptors: Instructional Design, Learner Controlled Instruction, Theories, Educational Research
van Merrienboer, Jeroen J. G.; Sweller, John – Educational Psychology Review, 2005
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…
Descriptors: Learning Theories, Teaching Methods, Instructional Design, Epistemology
