-
1
-
-
33750513435
-
Using subjective measures to detect variations of intrinsic cognitive load within problems
-
Ayres, P. (2006). Using subjective measures to detect variations of intrinsic cognitive load within problems. Learning and Instruction, 16, 389-400.
-
(2006)
Learning and Instruction
, vol.16
, pp. 389-400
-
-
Ayres, P.1
-
2
-
-
67349112926
-
Effects of a metacognitive support device in learning environments
-
Bannert, M., Hildebrand, M., & Mengelcamp, C. (2009). Effects of a metacognitive support device in learning environments. Computers in Human Behavior, 25, 829-835.
-
(2009)
Computers in Human Behavior
, vol.25
, pp. 829-835
-
-
Bannert, M.1
Hildebrand, M.2
Mengelcamp, C.3
-
3
-
-
75949121653
-
Taming a beast of burden: On some issues with the conceptualisation and operationalisation of cognitive load
-
Beckmann, J. F. (2010). Taming a beast of burden: On some issues with the conceptualisation and operationalisation of cognitive load. Learning and Instruction, 20, 250-264.
-
(2010)
Learning and Instruction
, vol.20
, pp. 250-264
-
-
Beckmann, J.F.1
-
5
-
-
0040577762
-
Self-explanation: How students study and use examples in learning to solve problems
-
Chi, M. T. H., Bassok, M., Lewis, M. W., Reimann, P., & Glaser, R. (1989). Self-explanation: How students study and use examples in learning to solve problems. Cognitive Science, 13, 145-182.
-
(1989)
Cognitive Science
, vol.13
, pp. 145-182
-
-
Chi, M.T.H.1
Bassok, M.2
Lewis, M.W.3
Reimann, P.4
Glaser, R.5
-
6
-
-
59049088701
-
Explaining the split-attention effect: Is the reduction of extraneous cognitive load accompanied by an increase in germane cognitive load?
-
Cierniak, G., Scheiter, K., & Gerjets, P. (2009). Explaining the split-attention effect: Is the reduction of extraneous cognitive load accompanied by an increase in germane cognitive load? Computers in Human Behavior, 25, 315-324.
-
(2009)
Computers in Human Behavior
, vol.25
, pp. 315-324
-
-
Cierniak, G.1
Scheiter, K.2
Gerjets, P.3
-
8
-
-
40749152256
-
A comparison of three measures of cognitive load: Evidence for separable measures of intrinsic, extraneous, and germane cognitive load
-
DeLeeuw, K. E., & Mayer, R. E. (2008). A comparison of three measures of cognitive load: Evidence for separable measures of intrinsic, extraneous, and germane cognitive load. Journal of Educational Psychology, 100, 223-234.
-
(2008)
Journal of Educational Psychology
, vol.100
, pp. 223-234
-
-
Deleeuw, K.E.1
Mayer, R.E.2
-
10
-
-
3843146186
-
Designing instructional examples to reduce intrinsic cognitive load: Molar versus modular presentation of solution procedures
-
Gerjets, P., Scheiter, K., & Catrambone, R. (2004). Designing instructional examples to reduce intrinsic cognitive load: Molar versus modular presentation of solution procedures. Instructional Science, 32, 33-58.
-
(2004)
Instructional Science
, vol.32
, pp. 33-58
-
-
Gerjets, P.1
Scheiter, K.2
Catrambone, R.3
-
11
-
-
33646044047
-
Can learning from molar and modular worked examples be enhanced by providing instructional explanations and prompting self-explanations?
-
Gerjets, P., Scheiter, K., & Catrambone, R. (2006). Can learning from molar and modular worked examples be enhanced by providing instructional explanations and prompting self-explanations? Learning and Instruction, 16, 104-121.
-
(2006)
Learning and Instruction
, vol.16
, pp. 104-121
-
-
Gerjets, P.1
Scheiter, K.2
Catrambone, R.3
-
12
-
-
59049107418
-
Learning with hypermedia: The influence of representational formats and different levels of learner control on performance and learning behavior
-
Gerjets, P., Scheiter, K., Opfermann, M., Hesse, F. W., & Eysink, T. H. S. (2009). Learning with hypermedia: The influence of representational formats and different levels of learner control on performance and learning behavior. Computers in Human Behavior, 25, 360-370.
-
(2009)
Computers in Human Behavior
, vol.25
, pp. 360-370
-
-
Gerjets, P.1
Scheiter, K.2
Opfermann, M.3
Hesse, F.W.4
Eysink, T.H.S.5
-
13
-
-
33646068436
-
Effects of multiple solution methods in mathematics learning
-
Groβe, C. S., & Renkl, A. (2006). Effects of multiple solution methods in mathematics learning. Learning and Instruction, 16, 122-138.
-
(2006)
Learning and Instruction
, vol.16
, pp. 122-138
-
-
Große, C.S.1
Renkl, A.2
-
14
-
-
36448969715
-
Finding and fixing errors in worked examples: Can this foster learning outcomes?
-
Groβe, C. S., & Renkl, A. (2007). Finding and fixing errors in worked examples: Can this foster learning outcomes? Learning and Instruction, 17, 612-634.
-
(2007)
Learning and Instruction
, vol.17
, pp. 612-634
-
-
Große, C.S.1
Renkl, A.2
-
15
-
-
40949115266
-
Development of NASA-TLX (Task Load Index): Results of empirical and theoretical research
-
P. A. Hancock and N. Meshkati (Eds.), Amsterdam: Elsevier Science
-
Hart, S. G., & Staveland, L. E. (1988). Development of NASA-TLX (Task Load Index): Results of empirical and theoretical research. In P. A. Hancock & N. Meshkati (Eds.), Human Mental Workload (pp. 139-183). Amsterdam: Elsevier Science.
-
(1988)
Human Mental Workload
, pp. 139-183
-
-
Hart, S.G.1
Staveland, L.E.2
-
16
-
-
35248827640
-
Expertise reversal effect and its implications for learner-tailored instruction
-
Kalyuga, S. (2007). Expertise reversal effect and its implications for learner-tailored instruction. Educational Psychology Review, 19, 509-539.
-
(2007)
Educational Psychology Review
, vol.19
, pp. 509-539
-
-
Kalyuga, S.1
-
17
-
-
0032032804
-
Levels of expertise and instructional design
-
Kalyuga, S., Chandler, P., & Sweller, J. (1998). Levels of expertise and instructional design. Human Factors, 40, 1-17.
-
(1998)
Human Factors
, vol.40
, pp. 1-17
-
-
Kalyuga, S.1
Chandler, P.2
Sweller, J.3
-
18
-
-
0030540402
-
Understanding instructions
-
Marcus, N., Cooper, M., & Sweller, J. (1996). Understanding instructions. Journal of Educational Psychology, 88, 49-63.
-
(1996)
Journal of Educational Psychology
, vol.88
, pp. 49-63
-
-
Marcus, N.1
Cooper, M.2
Sweller, J.3
-
19
-
-
33144456621
-
-
R. E. Mayer (Ed.), New York: Cambridge University Press
-
Mayer, R. E. (Ed.). (2005). Cambridge Handbook of Multimedia Learning. New York: Cambridge University Press.
-
(2005)
Cambridge Handbook of Multimedia Learning
-
-
-
20
-
-
0003781450
-
-
2nd edn., New York: Cambridge University Press
-
Mayer, R. E. (2009). Multimedia learning (2nd ed.). New York: Cambridge University Press.
-
(2009)
Multimedia Learning
-
-
Mayer, R.E.1
-
21
-
-
0037412644
-
Nine ways to reduce cognitive load in multimedia learning
-
Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38, 43-53.
-
(2003)
Educational Psychologist
, vol.38
, pp. 43-53
-
-
Mayer, R.E.1
Moreno, R.2
-
22
-
-
33846580222
-
Variability of worked examples and transfer of geometrical problem-solving skills: A cognitive-load approach
-
Paas, F., & van Merrienboer, J. J. G. (1994). Variability of worked examples and transfer of geometrical problem-solving skills: A cognitive-load approach. Journal of Educational Psychology, 86, 122-133.
-
(1994)
Journal of Educational Psychology
, vol.86
, pp. 122-133
-
-
Paas, F.1
van Merrienboer, J.J.G.2
-
23
-
-
21844491541
-
Instructional control of cognitive load in the training of complex cognitive tasks
-
Paas, F., & van Merriënboer, J. J. G. (1994). Instructional control of cognitive load in the training of complex cognitive tasks. Educational Psychology Review, 6, 351-371.
-
(1994)
Educational Psychology Review
, vol.6
, pp. 351-371
-
-
Paas, F.1
van Merriënboer, J.J.G.2
-
24
-
-
0037412682
-
Cognitive load theory and instructional design: Recent developments
-
Paas, F., Renkl, A., & Sweller, J. (2003). Cognitive load theory and instructional design: Recent developments. Educational Psychologist, 38, 1-4.
-
(2003)
Educational Psychologist
, vol.38
, pp. 1-4
-
-
Paas, F.1
Renkl, A.2
Sweller, J.3
-
25
-
-
0037412693
-
Cognitive load measurement as a means to advance cognitive load theory
-
Paas, F., Tuovinen, J., Tabbers, H., & van Gerven, P. (2003). Cognitive load measurement as a means to advance cognitive load theory. Educational Psychologist, 38, 63-71.
-
(2003)
Educational Psychologist
, vol.38
, pp. 63-71
-
-
Paas, F.1
Tuovinen, J.2
Tabbers, H.3
van Gerven, P.4
-
26
-
-
3843076391
-
Cognitive load theory: Instructional implications of the interaction between information structures and cognitive architecture
-
Paas, F., Renkl, A., & Sweller, J. (2004). Cognitive load theory: Instructional implications of the interaction between information structures and cognitive architecture. Instructional Science, 32, 1-8.
-
(2004)
Instructional Science
, vol.32
, pp. 1-8
-
-
Paas, F.1
Renkl, A.2
Sweller, J.3
-
28
-
-
0037412702
-
Structuring the transition from example study to problem solving in cognitive skills acquisition: A cognitive load perspective
-
Renkl, A., & Atkinson, R. K. (2003). Structuring the transition from example study to problem solving in cognitive skills acquisition: A cognitive load perspective. Educational Psychologist, 38, 15-22.
-
(2003)
Educational Psychologist
, vol.38
, pp. 15-22
-
-
Renkl, A.1
Atkinson, R.K.2
-
29
-
-
67449083500
-
The impact of learner characteristics on information utilization strategies, cognitive load experienced, and performance in hypermedia learning
-
Scheiter, K., Gerjets, P., Vollmann, B., & Catrambone, R. (2009). The impact of learner characteristics on information utilization strategies, cognitive load experienced, and performance in hypermedia learning. Learning and Instruction, 19, 387-401.
-
(2009)
Learning and Instruction
, vol.19
, pp. 387-401
-
-
Scheiter, K.1
Gerjets, P.2
Vollmann, B.3
Catrambone, R.4
-
30
-
-
77952096254
-
Reanalyzing the expertise reversal effect
-
Schnotz, W. (2010). Reanalyzing the expertise reversal effect. Instructional Science, 38, 315-323.
-
(2010)
Instructional Science
, vol.38
, pp. 315-323
-
-
Schnotz, W.1
-
32
-
-
78449294404
-
Effects of different ratios of worked solution steps and problem solving opportunities on cognitive load and learning outcomes
-
Schwonke, R., Renkl, A., Salden, R., & Aleven, V. (2011). Effects of different ratios of worked solution steps and problem solving opportunities on cognitive load and learning outcomes. Computers in Human Behavior, 27, 58-62.
-
(2011)
Computers in Human Behavior
, vol.27
, pp. 58-62
-
-
Schwonke, R.1
Renkl, A.2
Salden, R.3
Aleven, V.4
-
33
-
-
0000635383
-
Contextual interference effects on the acquisition, retention, and transfer of a motor skill
-
Shea, J., & Morgan, R. L. (1979). Contextual interference effects on the acquisition, retention, and transfer of a motor skill. Journal of Experimental Psychology: Human Learning and Memory, 5, 179-187.
-
(1979)
Journal of Experimental Psychology: Human Learning and Memory
, vol.5
, pp. 179-187
-
-
Shea, J.1
Morgan, R.L.2
-
34
-
-
0000819688
-
Cognitive load during problem solving: Effects on learning
-
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12, 257-285.
-
(1988)
Cognitive Science
, vol.12
, pp. 257-285
-
-
Sweller, J.1
-
35
-
-
43949152992
-
Cognitive load theory, learning difficulty, and instructional design
-
Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and Instruction, 4, 295-312.
-
(1994)
Learning and Instruction
, vol.4
, pp. 295-312
-
-
Sweller, J.1
-
36
-
-
36148969361
-
Evolution of human cognitive architecture
-
B. Ross (Ed.), San Diego: Academic
-
Sweller, J. (2003). Evolution of human cognitive architecture. In B. Ross (Ed.), The psychology of learning and motivation (Vol. 43, pp. 215-266). San Diego: Academic.
-
(2003)
The Psychology of Learning and Motivation
, vol.43
, pp. 215-266
-
-
Sweller, J.1
-
37
-
-
3843137289
-
Instructional design consequences of an analogy between evolution by natural selection and human cognitive architecture
-
Sweller, J. (2004). Instructional design consequences of an analogy between evolution by natural selection and human cognitive architecture. Instructional Science, 32, 9-31.
-
(2004)
Instructional Science
, vol.32
, pp. 9-31
-
-
Sweller, J.1
-
38
-
-
54349103059
-
Instructional implications of David Geary's evolutionary educational psychology
-
Sweller, J. (2008). Instructional implications of David Geary's evolutionary educational psychology. Educational Psychologist, 43, 214-216.
-
(2008)
Educational Psychologist
, vol.43
, pp. 214-216
-
-
Sweller, J.1
-
39
-
-
77952544479
-
Element interactivity and intrinsic, extraneous and germane cognitive load
-
Sweller, J. (2010). Element interactivity and intrinsic, extraneous and germane cognitive load. Educational Psychology Review, 22, 123-138.
-
(2010)
Educational Psychology Review
, vol.22
, pp. 123-138
-
-
Sweller, J.1
-
40
-
-
84945136529
-
Why some material is difficult to learn?
-
Sweller, J., & Chandler, P. (1994). Why some material is difficult to learn? Cognition and Instruction, 12, 185-233.
-
(1994)
Cognition and Instruction
, vol.12
, pp. 185-233
-
-
Sweller, J.1
Chandler, P.2
-
41
-
-
0000584898
-
Cognitive load and selective attention as factors in the structuring of technical material
-
Sweller, J., Chandler, P., Tierney, P., & Cooper, M. (1990). Cognitive load and selective attention as factors in the structuring of technical material. Journal of Experimental Psychology: General, 119, 176-192.
-
(1990)
Journal of Experimental Psychology: General
, vol.119
, pp. 176-192
-
-
Sweller, J.1
Chandler, P.2
Tierney, P.3
Cooper, M.4
-
42
-
-
0032395415
-
Cognitive architecture and instructional design
-
Sweller, J., van Merriënboer, J. J., & Paas, F. G. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10, 251-296.
-
(1998)
Educational Psychology Review
, vol.10
, pp. 251-296
-
-
Sweller, J.1
van Merriënboer, J.J.2
Paas, F.G.3
-
43
-
-
3843109054
-
Process-oriented worked examples: Improving transfer performance through enhanced understanding
-
van Gog, T., Paas, F., & van Merriënboer, J. J. G. (2004). Process-oriented worked examples: Improving transfer performance through enhanced understanding. Instructional Science, 32, 83-98.
-
(2004)
Instructional Science
, vol.32
, pp. 83-98
-
-
van Gog, T.1
Paas, F.2
van Merriënboer, J.J.G.3
-
44
-
-
33646052554
-
Effects of process-oriented worked examples on troubleshooting transfer performance
-
van Gog, T., Paas, F., & van Merriënboer, J. J. G. (2006). Effects of process-oriented worked examples on troubleshooting transfer performance. Learning and Instruction, 16, 154-164.
-
(2006)
Learning and Instruction
, vol.16
, pp. 154-164
-
-
van Gog, T.1
Paas, F.2
van Merriënboer, J.J.G.3
-
45
-
-
43049138852
-
Effects of studying sequences of process-oriented and product-oriented worked examples on troubleshooting transfer efficiency
-
van Gog, T., Paas, F., & van Merriënboer, J. J. G. (2008). Effects of studying sequences of process-oriented and product-oriented worked examples on troubleshooting transfer efficiency. Learning and Instruction, 18, 211-222.
-
(2008)
Learning and Instruction
, vol.18
, pp. 211-222
-
-
van Gog, T.1
Paas, F.2
van Merriënboer, J.J.G.3
-
46
-
-
65049087294
-
Attention guidance during example study via the model's eye movements
-
van Gog, T., Jarodzka, H., Scheiter, K., Gerjets, P., & Paas, F. (2009). Attention guidance during example study via the model's eye movements. Computers in Human Behavior, 25, 785-791.
-
(2009)
Computers in Human Behavior
, vol.25
, pp. 785-791
-
-
van Gog, T.1
Jarodzka, H.2
Scheiter, K.3
Gerjets, P.4
Paas, F.5
-
47
-
-
18844441224
-
Cognitive load theory and complex learning: Recent developments and future directions
-
van Merriënboer, J., & Sweller, J. (2005). Cognitive load theory and complex learning: Recent developments and future directions. Educational Psychology Review, 17, 147-177.
-
(2005)
Educational Psychology Review
, vol.17
, pp. 147-177
-
-
van Merriënboer, J.1
Sweller, J.2
-
48
-
-
0003126106
-
A model of the self- explanation effect
-
VanLehn, K., Jones, R. M., & Chi, M. T. H. (1992). A model of the self- explanation effect. Journal of the Learning Sciences, 2, 1-60.
-
(1992)
Journal of the Learning Sciences
, vol.2
, pp. 1-60
-
-
Vanlehn, K.1
Jones, R.M.2
Chi, M.T.H.3
-
49
-
-
0012855938
-
Prediction of mental workload in single and multiple task environments
-
Xie, B., & Salvendy, G. (2000). Prediction of mental workload in single and multiple task environments. International Journal of Cognitive Ergonomics, 4, 213-242.
-
(2000)
International Journal of Cognitive Ergonomics
, vol.4
, pp. 213-242
-
-
Xie, B.1
Salvendy, G.2
|