Researchers of cognitive load theory and the cognitive theory of multimedia learning have
identified several strategies to optimize instructional materials. In this review article we focus …

Good instructional design is driven by our knowledge of human cognitive structures and the
manner in which those structures are organized into a cognitive architecture. Without …

First, we propose a theory of multimedia learning based on the assumptions that humans
possess separate systems for processing pictorial and verbal material (dual-channel …

The split-attention principle states that in the design of instruction, including multimedia
instruction, it is important to avoid materials that require learners to split their attention …

For over three decades, cognitive load theory (CLT) has drawn on models of cognitive
architecture—including a working memory whose capacity and duration limits can be …

Theories about learning with multimedia can be positioned at different levels. At a basic
level, psychological theories describe memory systems and cognitive processes that explain …

People learn. They learn when they read a novel, when they watch their favourite television
show, when they are idly surfing the Internet and maybe even when they are sleeping with …

This themed issue consists of seven empirical papers, as well as an introduction and
discussion, and has its genesis in three symposia, organised by the authors of this article …

Cognitive load theory (CLT) is gaining increasing importance in the design and evaluation of
instruction, both traditional and technology based. Although it is well understood as a …

There are basically two formats used in instructional visualizations, namely, static pictures
and dynamic visualizations (eg, animations and videos). Both can be engaging and fun for …