TY - JOUR
T1 - Research on Cognitive Load Theory and its Design Implications for E-Learning
AU - Van Merriënboer, Jeroen
AU - Ayres, Paul
N1 - DS_Citation:Van Merriënboer, J. J. G., & Ayres, P. (2005). Research on cognitive load theory and its design implications for e-learning. Educational Technology, Research and Development, 53(3), 5-13.
PY - 2005/9
Y1 - 2005/9
N2 - 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.
AB - 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.
U2 - 10.1007/BF02504793
DO - 10.1007/BF02504793
M3 - Article
VL - 53
SP - 5
EP - 13
JO - Etr&D-Educational Technology Research and Development
JF - Etr&D-Educational Technology Research and Development
SN - 1042-1629
IS - 3
ER -