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Cognitive Load Theory

Cognitive load theory (CLT) is an instructional theory derived from our knowledge of the evolutionary bases of human cognitive architecture and the instructional consequences that flow from that architecture. A key aspect of the theory is the relation between long-term memory and working memory, and how instructional materials interact with this cognitive system.

Work on CLT was initiated in the early 1980’s at the School of Education, UNSW, and has generated a large range of instructional effects that can be used by teachers, instructors and researchers. We work on projects designed to facilitate learning in curriculum areas such art education, engineering, mathematics, music, reading, science, second language acquisition, and writing, as well as looking at the role of technology and multimedia in learning. Ten Doctoral students working in these areas and using a CLT framework have graduated since 2001.

In recent years, many groups of international researchers located primarily in Europe and the United States have adopted CLT as a theoretical paradigm. We collaborate with a large number of these groups in publications and conference presentations related to CLT. One of the consequences of this collaboration has been the publication of many special issues of leading international journals devoted to CLT, which are listed below.

Principal CLT Researchers Located in the School of Education

Journals and Guest Editors for Special and Themed Issues on CLT

Ayres, P. & Paas, F. (in preparation). Learning from animations: A cognitive approach. Applied Cognitive Psychology.

Paas, F. & Kester, L. (2006). Emerging topics in cognitive load research: Learner and information characteristics in the design of powerful learning environments. Applied Cognitive Psychology 20(3).

Paas, F. & van Gog, T. (2006). Recent worked examples research: Managing cognitive load to foster learning and transfer. Learning and Instruction, 16(2).

Van Merriënboer, J. J. G., & Ayres, P. (2005). Research on Cognitive Load Theory and it’s Design Implications for E-Learning. Educational Technology, Research and Development, 53(3).

Paas, F., Renkl, A., & Sweller, J. (2004). Cognitive load theory: Instructional implications of the interaction between information structures and cognitive architecture. Instructional Science, 32(1-2).

Paas, F., Renkl, A., & Sweller, J. (2003). Cognitive Load Theory and Instructional Design: Recent Developments. Educational Psychologist, 38(1).

Kirschner, P. (2002). Cognitive Load Theory. Learning and Instruction, 12(1).

Publications (2001-2006)

Books

Clark, R., Nguyen, F. & Sweller, J. (2006). Efficiency in Learning: Evidence-based Guidelines to Manage Cognitive Load. San Francisco, CA: Pfeiffer.

Kalyuga, S. (2006). Instructing and testing advanced learners: A cognitive load approach. Hauppauge, NY: Nova Science Publishers.

Book chapters

Sweller, J. (in press). All is in order. In F. Ritter, J. Norb, E. Lehtinen, & T. O’Shea (Eds.). In Order to Learn: How Ordering Effects in Machine Learning Illuminate Human Learning and vice versa. New York, NY: Oxford University Press.

Sweller, J. (in press). Human cognitive architecture and educational technology. In J. M. Spector, M. D. Merrill, J. J. G. van Merriënboer, & M. P. Driscoll (Eds.), Handbook of Research on Educational Communications and Technology (3rd ed.), Hillsdale, NJ: Erlbaum.

Van Gog, T., Rikers, R. & Ayres, P. (in press). Assessment of complex performance. In J. M. Spector, M. D. Merrill, J. J. G. van Merriënboer, & M. P. Driscoll (Eds.), Handbook of Research on Educational Communications and Technology (3rd ed.), Hillsdale, NJ: Erlbaum.

Kalyuga, S. (2006). Expert-novice differences and design of adaptive multimedia. In G. Ghinea & S. Chen (Eds.), Digital Multimedia Perception and Design (pp. 206-223). Hershey, PA: Idea Group Inc.

Kalyuga, S. (2006). Instructing and testing for expertise: A cognitive load perspective. In A. V. Mitel (Ed.), Focus on Educational Psychology (pp. 53-104). Hauppauge, NY: Nova Science Publishers.

Sweller, J. (2006). Why understanding instructional design requires an understanding of human cognitive evolution. In H. O’Neil & R. Perez (Eds.), Web-Based Learning: Theory, Research, and Practice (pp. 279-295). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.

Sweller, J. (2006). How the human system deals with complexity. In J. Elen &R. E. Clark (Eds.), Handling Complexity in Learning Environments (pp. 25). Amsterdam: Elsevier.

Van Merriënboer, J. J. G., Sluijsmans, D., Corbalan, G., Kalyuga, S., Paas, F., and Tattersall, C. (2006). Performance assessment and learning task selection in environments for complex learning. In D. Clark, & J. Elen (Eds.). Advances in Learning and Instruction (pp. 201-220). Elsevier Science.

Ayres, P. & Sweller, J. (2005). The split-attention principle. In R. Mayer (Ed.), Cambridge Handbook of Multimedia Learning (pp 135-146). New York: Cambridge University Press.

Kalyuga, S. (2005). Prior knowledge principle. In R. Mayer (Ed.), Cambridge Handbook of Multimedia Learning (pp. 325-337). New York: Cambridge University Press.

Low, R. & Sweller, J. (2005). The modality principle. In R. Mayer (Ed.), Cambridge Handbook of Multimedia Learning (pp. 147-158). New York: Cambridge University Press.

Sweller, J. (2005). Implications of Cognitive Load Theory for Multimedia Learning. In R. Mayer (Ed.), Cambridge Handbook of Multimedia Learning (pp. 19-30). New York: Cambridge University Press.

Sweller, J. (2005). The redundancy principle. In R. Mayer (Ed.), Cambridge Handbook of Multimedia Learning (pp. 159-168). New York: Cambridge University Press.

Leahy, W., Cooper, G. & Sweller, J. (2003). Interactivity and the constraints of cognitive load theory. In A. Peacock & A. Cleghorn (Eds.) Missing the Meaning: The Development and Use of Print and Nonprint Text Materials in Diverse School Settings (pp. 89-103). New York: Palgrave MacMillan.

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 Press.

Refereed journals

Ayres, P. (in press). Using subjective measures to detect variations of intrinsic cognitive load within problems, Learning and Instruction.

Diao, Y., Chandler, P. & Sweller, J. (in press). The effect of written text on learning to comprehend spoken English as a foreign language. American Journal of Psychology.

Diao, Y. & Sweller, J. (in press). Redundancy in foreign language reading comprehension instruction: Concurrent written and spoken presentations. Learning and Instruction.

Ayres, P. (2006). Impact of reducing intrinsic cognitive load on learning in a mathematical domain, Applied Cognitive Psychology, 20, 287-298.

Kalyuga, S. (2006). Rapid assessment of learners’ proficiency: A cognitive load approach. Educational Psychology, 26, 613-627.

Kalyuga, S. (2006). Rapid cognitive assessment of learners’ knowledge structures. Learning and Instruction, 16, 1-11.

Kalyuga, S. (2006). Assessment of learners’organized knowledge structures in adaptive learning environments. Applied Cognitive Psychology, 20, 333-342.

Kirshner, P., Sweller, J., & Clark, R. (2006). Why Minimal Guidance during Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching. Educational Psychologist, 41, 75-86.

Sweller, J. (2006). Discussion of “Emerging topics in cognitive load research: Using information and learner characteristics in the design of powerful learning environments”. Applied Cognitive Psychology, 20, 353-357.

Sweller, J. (2006). The worked example effect and human cognition. Learning and Instruction, 16, 165-169.

Tindall-Ford, S. & Sweller, J. (2006). Altering the modality of instructions to facilitate imagination: Interactions between the modality and imagination effects. Instructional Science, 34, 343-365.

Clarke, T., Ayres, P. & Sweller, J. (2005). The impact of sequencing and prior knowledge on learning mathematics through spreadsheet applications. Educational Technology Research and Development, 53, 15-24.

Kalyuga, S. & Sweller, J. (2005). Rapid dynamic assessment of expertise to improve the efficiency of adaptive e-learning. Educational Technology Research and Development, 53, 83-93.

Leahy, W. & Sweller, J. (2005). Interactions among the imagination, expertise reversal and element interactivity effects. Journal of Experimental Psychology:Applied, 11, 266-276.

Pawley, D., Ayres, P., Cooper, M. & Sweller, J. (2005). Translating words into equations: A cognitive load theory approach. Educational Psychology, 25, 75-97.

Van Merriënboer, J. J. G., & Ayres, P. (2005). Research on Cognitive Load Theory and it’s Design Implications for E-Learning, Educational Technology, Research and Development, 53(3), 5-13.

Van Merriënboer, J. & Sweller, J. (2005). Cognitive load theory and complex learning: Recent developments and future directions. Educational Psychology Review, 17, 147-177.

Chandler, P., (2004) The crucial role of cognitive processes in the design of dynamic visualizations. Learning and Instruction, 14, 353-357.

Kalyuga, S., Chandler, P. & Sweller, J. (2004). When redundant on-screen text in multimedia technical instruction can interfere with learning. Human Factors, 46, 567-581.

Kalyuga, S., & Sweller, J. (2004). Measuring knowledge to optimize cognitive load factors during instruction. Journal of Educational Psychology, 96, 558-568.

Leahy, W. & Sweller, J. (2004). Cognitive load and the imagination effect. Applied Cognitive Psychology, 18, 857-875.

Sweller, J. (2004). Instructional design consequences of an analogy between evolution by natural selection and human cognitive architecture. Instructional Science, 32, 9-31.

Carlson, R., Chandler, P., & Sweller, J. (2003). Learning and understanding science instructional material. Journal of Educational Psychology. 95, 629-640.

Ginns, P., Chandler, P., & Sweller, J. (2003). When imagining information is effective. Contemporary Educational Psychology.28, 229-251.

Kalyuga, S., Ayres, P., Chandler, P. & Sweller, J. (2003). The expertise reversal effect. Educational Psychologist, 38, 23-31.

Leahy, W., Chandler, P., & Sweller, J. (2003). When auditory presentation should and should not be a component of multimedia instruction. Applied Cognitive Psychology. 17, 401-418.

Paas, F., Renkl, A., & Sweller, J. (2003). Introduction: Cognitive Load Theory and Instructional Design: Recent Developments. Educational Psychologist, Guest Editorial Statement, 38, 1-4.

Ngu, B., Low, R., & Sweller, J. (2002). Text editing in chemistry instruction. Instructional Science, 30, 379-402.

Pollock, E., Chandler, P., & Sweller, J. (2002). Assimilating complex information. Learning and Instruction, 12, 61-86.

Ayres, P. (2001). Systematic mathematical errors and cognitive load, Contemporary Educational Psychology, 26, 227-248.

Cooper, G., Tindall-Ford, S., Chandler, P., & Sweller, J. (2001). Learning by imagining. Journal of Experimental Psychology: Applied, 7, 68-82.

Kalyuga, S., Chandler, P. & Sweller, J. (2001). Learner experience and efficiency of instructional guidance. Educational Psychology, 21, 5-23.

Kalyuga, S., Chandler, P., Tuovinen, J., & Sweller, J. (2001). When problem solving is superior to studying worked examples. Journal of Educational Psychology. 93, 579-588.

Mayer, R.E., & Chandler, P. (2001). When learning is just a click away: Does simple user interaction foster deeper understanding of multimedia messages? Journal of Educational Psychology, 93, 390-397.