Open Universiteit

Please use this identifier to cite or link to this item:
Title: Research on Cognitive Load Theory and its Design Implications for E-Learning
Authors: Van Merriënboer, Jeroen
Ayres, Paul
Issue Date: 2005
Publisher: Springer
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.
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.
Appears in Collections:1. LC: Publications and Preprints

Files in This Item:
File Description SizeFormat 
Merrienboer ETR&Dabstract.pdf13.42 kBAdobe PDFView/Open

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.