Cognitive load is a theoretical notion with an increasingly central role in the educational
research literature. The basic idea of cognitive load theory is that cognitive capacity in …

Cognitive load theory (CLT) originated in the 1980s and underwent substantial development
and expansion in the 1990s by researchers from around the globe. As the articles in this …

Cognitive load theory was introduced in the 1980s as an instructional design theory based
on several uncontroversial aspects of human cognitive architecture. Our knowledge of many …

In recent years there has been an increased focus on the role of education and training, and
on the effectiveness and efficiency of various instructional design strategies. Some of the …

Within the cognitive load theory research community it has become customary to report
theoretical and empirical progress at international confer-ence symposia and in special …

This paper reviews the 16 contributions of the special issue entitled Current Research in
Cognitive Load Theory. Each paper is briefly summarized and some critical comments …

The purpose of this review is to provide educational practitioners with a brief overview of
cognitive load theory (CLT) and its major implications for learning. To achieve this objective …

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 …

The purpose of this article is to review and critique each of the research studies published in
this special issue. We will critique each article, derive one or more instructional design …

Cognitive load theory is an instructional theory that uses our knowledge of human cognitive
architecture, especially processing limitations of working memory, to enhance effectiveness …