Research on Cognitive Load Theory and its Design Implications for E-Learning

Jeroen Van Merriënboer, Paul Ayres

    Research output: Contribution to journalArticleAcademicpeer-review

    Abstract

    This introduction to the special issue provides a context for the contributing articles. For readers who are not familiar with Cognitive Load Theory (CLT), it provides a very brief description of assumptions regarding memory systems and learning processes, different types of cognitive load (intrinsic, extraneous, and germane), and design implications. Whereas traditional CLT research focused on instructional methods to decrease extraneous cognitive load that is not directly relevant for learning, contributions to this special issue represent wider perspectives that reflect new developments in CLT. These papers have been organized into three categories: (1) methods to decrease intrinsic cognitive load and deal with high-element interactivity materials, (2) methods to increase germane cognitive load that is directly relevant for learning, and (3) methods to deal with differences in learner’s individual levels of expertise and expertise development. To conclude, design implications for (adaptive) e-learning are discussed.
    Original languageEnglish
    Pages (from-to) 5-13
    Number of pages9
    JournalEtr&D-Educational Technology Research and Development
    Volume53
    Issue number3
    DOIs
    Publication statusPublished - Sep 2005

    Fingerprint

    Dive into the research topics of 'Research on Cognitive Load Theory and its Design Implications for E-Learning'. Together they form a unique fingerprint.

    Cite this