E/Prof John Sweller

Research Summary

Designing instruction to facilitate learning and problem solving

Publications

Books
Sweller, J. (1999). Instructional Design in Technical Areas. ACER:Melbourne.

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

Chanquoy, L., Tricot, A. & Sweller, J. (2007). La Charge Cognitive. Paris, France: Armand Colin.

Book Chapters
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.

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. (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.

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.

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

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. 13-25). Amsterdam: Elsevier.

Sweller, J. (2007). All is in order. In F. Ritter, J. Norb, E. Lehtinen, & T. O'Shea (Eds.). In Order to Learn: How the sequence of topics influences learning (pp. 215-224). New York, NY: Oxford University Press.

Sweller, J. (2007). Evolutionary biology and educational psychology. In J. S. Carlson & J. R. Levin (Eds.), Educating the evolved mind: Conceptual foundations for an evolutionary educational psychology. (pp. 165-175). Greenwich, CT: Information Age Publishing.

Sweller, J. (2008). 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.) (pp. 369 - 381). Hillsdale, NJ: Erlbaum.
Sweller, J. (2008). Human Cognitive Architecture. Handbook of Research on Educational Communications and Technology (20, 3rd, pp. 369-381).
Sweller, J. (2009). What human cognitive architecture tells us about constructivism. In S. Tobias & T. Duffy (Eds.), Constructivism theory applied to instruction: Success or failure? Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
Sweller, J. (in press). Cognitive load theory: Theoretical underpinnings. In J. Plass, R. Moreno & R. Breunken (Eds.) Cognitive load: Theory and applications. NY: Cambridge University Press.

Low, R., Jin, P., & Sweller, J. (in press). Cognitive Architecture and instructional design in a multimedia context. In R. Zheng (Ed.), Cognitive effects of Multimedia learning. Hershey, PA: IGI Global Inc.


Refereed Journals
Yeung, A., Jin, P. & Sweller, J. (1998). Cognitive load and learner expertise: Split-attention and redundancy effects in reading with explanatory notes. Contemporary Educational Psychology, 23, 1-21.

Kalyuga, S., Chandler, P. & Sweller, J. (1998). Levels of expertise and instructional design. Human Factors, 40, 1-17.

Mwangi, W. & Sweller, J. (1998). Learning to solve compare word problems: The effect of example format and generating self-explanations. Cognition and Instruction, 16, 173-199.

Sweller, J., van Merrienboer, J. & Paas, F. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10, 251-296.

Sweller, J. (1998). Can we measure working memory without contamination from knowledge held in long-term memory? Behavioral and Brain Sciences, 21, 845-846.

Kalyuga, S., Chandler, P. & Sweller, J. (1999). Managing split-attention and redundancy in multimedia instruction. Applied Cognitive Psychology, 13, 351-357.

Tuovinen, J. & Sweller, J. (1999). A comparison of cognitive load associated with discovery learning and worked examples. Journal of Educational Psychology, 91, 334-341.

Kalyuga, S., Chandler, P. & Sweller, J. (2000). Incorporating learner experience into the design of multimedia instruction. Journal of Educational Psychology, 92, 126-136.

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

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

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

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

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

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

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

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.

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

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

Paas, F., Renkl, A., & Sweller, J. (2004). Cognitive load theory: Instructional implications of the interaction between information structures and cognitive architecture. Instructional Science, Guest Editorial Statement, 32, 1-8.

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.

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

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.

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.

Sweller, J. & Sweller, S. (2006). Natural information processing systems. Evolutionary Psychology, 4, 434-458.

Diao, Y. & Sweller, J. (2007). Redundancy in foreign language reading comprehension instruction: Concurrent written and spoken presentations. Learning and Instruction, 17, 78-88.

Diao, Y., Chandler, P. & Sweller, J. (2007). The effect of written text on learning to comprehend spoken English as a foreign language. American Journal of Psychology, 120, 237-261.

Sweller, J., Kirschner, P., & Clark, R. (2007). Why Minimally Guided Teaching Techniques Do Not Work: A Reply to Commentaries. Educational Psychologist, 42, 115-121.

Hasler, B. S., Kersten, B., & Sweller, J. (2007). Learner control, cognitive load and instructional animation, Applied Cognitive Psychology, 21, 713-729.

Leahy, W. & Sweller, J. (2008). The imagination effect increases with an increased intrinsic cognitive load. Applied Cognitive Psychology, 22, 273-283.
Sweller, J. (2008). Instructional Implications of David C. Geary’s Evolutionary Educational Psychology. Educational Psychologist, 43, pp. 214-216.

Owens, P. & Sweller, J. (2008). Cognitive load theory and music instruction. Educational Psychology, 28, 29-45.

Sweller, J. (2009). Cognitive bases of human creativity. Educational Psychology Review

Van Gog, T., Paas, F., Marcus, N., Ayres, P. & Sweller, J. (in press). Observational learning: The mirror-neuron system and instructional design. Educational Psychology Review

Wong, A., Marcus, N., Ayres, P., Smith, L., Cooper, G., Paas, F. & Sweller, J. (in press). Instructional Animations can be Superior to Statics when Learning Human Motor Skills. Computers in Human Behavior

Sweller, J. (in press). Comments on David Geary's evolutionary educational psychology. Educational Psychologist

Rourke, A. & Sweller, J. (in press). The worked-example effect using ill-defined problems: Learning to recognize designers' styles. Learning and Instruction