Professor Slava Kalyuga

Professor of Educational Psychology
BSc MEd Moscow Uni, PhD UNSW
School of Education

Contact

+61 2 9385 1985
Room 105, Goodsell Building
Kensington Campus

Consultation

Wednesday: 4.00pm - 5.00pm Thursday: 2.00pm – 3.00pm
Fields: Specialist Studies in Education, Educational Technology and Computing, Educational Psychology, Learning Sciences
Tags: Learner and Learning, Teaching and Instruction

Dr Kalyuga is a Professor at the School of Education, the University of New South Wales, where he received a Ph.D. and has worked since 1995. His research interests are in cognitive processes in learning, cognitive load theory, and evidence-based instructional design principles. His specific contributions include detailed experimental studies of the role of learner prior knowledge in learning (expertise reversal effect); the redundancy effect in multimedia learning; the development of rapid online diagnostic assessment methods; and studies of the effectiveness of different adaptive procedures for tailoring instruction to levels of learner expertise. He is the author of three books and more than 60 research articles and chapters.

Research

Prof Slava Kalyuga is Professor of Educational Psychology at the School of Education, the University of New South Wales, where he received a Ph.D. and has worked since 1995. His research interests are in cognitive processes in learning, cognitive load theory, and evidence-based instructional design principles. His specific contributions include detailed experimental studies of the role of learner prior knowledge in learning (expertise reversal effect); the redundancy effect in multimedia learning; the development of rapid online diagnostic assessment methods; and studies of the effectiveness of different adaptive procedures for tailoring instruction to levels of learner expertise. He is the author of three books and more than 80 research articles and chapters in these research areas.

Publications

    Books

    Book Chapters

    • Kalyuga S, 2016, 'Managing effects of transient information in multimedia learning', in Educational Technologies: Challenges, Applications and Learning Outcomes, pp. 17 - 33
    • Singh A-M; Kalyuga S, 2016, 'Enhancing the Effectiveness of Educational Hypermedia: A Cognitive Load Approach', in Neto FMM; de Souza R; Gomes AS (ed.), Handbook of Research on 3-D Virtual Environments and Hypermedia for Ubiquitous Learning, edn. Advances in Game-Based Learning (AGBL), IGI Global, Hershey, PA, pp. 387 - 409
    • Kyun S; Kalyuga S; Sweller J, 2015, 'The use of worked examples and other forms of explicit guidance in ill-structured problem domains', in Frascara J (ed.), Information Design As Principled Action: Making information accessible, relevant, understandable, and usable, Common Ground Publishing, Champaign, Illinois, USA, pp. 57 - 66, http://commongroundpublishing.com/
    • Kalyuga S, 2014, 'The expertise reversal principle in multimedia learning', in The Cambridge Handbook of Multimedia Learning, Second Edition, pp. 576 - 597, http://dx.doi.org/10.1017/CBO9781139547369.028
    • Kalyuga S, 2014, 'Critical thinking: A cognitive load perspective', in Critical Thinking and Higher Order Thinking: A Current Perspective, pp. 245 - 257
    • Kalyuga S; Sweller J, 2014, 'The redundancy principle in multimedia learning', in The Cambridge Handbook of Multimedia Learning, Second Edition, pp. 247 - 262, http://dx.doi.org/10.1017/CBO9781139547369.013
    • Lee C-H; Kalyuga S, 2014, 'Expertise reversal effect and its instructional implications', in Benassi VA; Overson CE; Hakala CM (ed.), Applying Science of Learning in Education, pp. 31 - 44, http://teachpsych.org/ebooks/asle2014/index.php
    • Kalyuga S; Sweller J, 2014, 'The redundancy principle in multimedia learning', in Mayer RE (ed.), The Cambridge Handbook of Multimedia Learning, edn. 2, Cambridge University Press, Cambridge, pp. 247 - 262, http://dx.doi.org/10.1017/CBO9781139547369
    • Kalyuga S, 2014, 'The expertise reversal principle in multimedia learning', in Mayer RE (ed.), The Cambridge Handbook of Multimedia Learning, edn. 2, Cambridge University Press, Cambridge, pp. 576 - 597, http://dx.doi.org/10.1017/CBO9781139547369
    • Kalyuga S, 2013, 'Knowledge and working memory effects on learning from visual displays', in Schraw G; McCrudden M; Robinson D (ed.), Learning through visual displays, Information Age Publishing, Charlotte, NC, USA, pp. 75 - 96
    • Kalyuga S, 2013, 'Role of prior knowledge in language learning: A cognitive load perspective', in Rata G (ed.), Linguistic Studies of Human Language, edn. Original, ATINER - Athens Institute for Education and Research, Athens, Greece, pp. 519 - 528, http://hdl.handle.net/1959.14/216658
    • Kalyuga S, 2013, 'Rapid dynamic assessment for learning', in Mok MMC (ed.), Self-directed learning oriented assessments in the Asia-Pacific, edn. Original, Springer, Dordrecht, pp. 43 - 60, http://dx.doi.org/10.1007/978-94-007-4507-0
    • Kalyuga S, 2012, 'Critical thinking: A cognitive load perspective', in Critical Thinking and Higher Order Thinking: A Current Perspective, pp. 245 - 258
    • Kalyuga S; Lee CH, 2012, 'Cognitive load factors in formatting assessment items', in Assessment and Learning, edn. Original, Education Bureau, HKSARG, Hong Kong, pp. 31 - 42
    • Kalyuga S, 2012, 'Role of prior knowledge in learning processes', in Seel NM (ed.), Encyclopedia of the sciences of learning, edn. 1st, Springer, Berlin, pp. 2886 - 2888, http://dx.doi.org/10.1007/978-1-4419-1428-6_214
    • Kalyuga S, 2012, 'Enhancing diagnostic assessment of expertise in adaptive learning environments', in Mayrath MC; Clarke-Midura J; Robinson DH; Schraw G (ed.), Technology-based assessment for 21st Century Skills: Theoretical and practical implications from modern research, edn. Original, Information Age Publishing, Charlotte, NC, pp. 303 - 321
    • Kalyuga S, 2011, 'Cognitive load aspects of text processing', in Cross-Disciplinary Advances in Applied Natural Language Processing: Issues and Approaches, pp. 114 - 132, http://dx.doi.org/10.4018/978-1-61350-447-5.ch009
    • Kalyuga S, 2011, 'Cognitive load in adaptive multimedia learning', in Calvo RA; D'Mello SK (ed.), New Perspectives on Affect and Learning Technologies. Explorations in the Learning Sciences, Instructional Systems and Performance Technologies, edn. Original, Springer, New York, NY, pp. 203 - 215
    • Kalyuga S, 2010, 'Schema acquisition and sources of cognitive load', in Cognitive Load Theory, pp. 48 - 64, http://dx.doi.org/10.1017/CBO9780511844744.005
    • Plass JL; Kalyuga S; Leutner D, 2010, 'Individual differences and cognitive load theory', in Cognitive Load Theory, pp. 65 - 88, http://dx.doi.org/10.1017/CBO9780511844744.006
    • Kalyuga S, 2010, 'Implications of expertise reversal effect for multimedia learning', in Morris BA; Ferguson GM (ed.), Computer-Assisted Teaching: New Developments, edn. 1st, Nova Science, New York, pp. 117 - 132
    • Kalyuga S; Plass J, 2009, 'Evaluating and managing cognitive load in games', in Ferdig RE (ed.), Handbook of Research on Effective Electronic Gaming in Education, edn. 1, IGI Global, Hershey, PA, pp. 719 - 737
    • Kalyuga S, 2009, 'Cognitive issues in tailoring multimedia learning technology to the human mind', in Pagani M (ed.), Encyclopedia of Multimedia Technology and Networking, edn. 2, IGI Global, Hershey, USA, pp. 218 - 223
    • Kalyuga S, 2008, 'Rapid computer-based diagnostic tests of learners` knowledge', in Robinson DH; Schraw G (ed.), Recent Innovations in Educational Technology that Facilitate Student Learning, edn. 1, Information Age Publisher, Charlotte, NC, pp. 195 - 219
    • Kalyuga S, 2006, 'Expert-novice differences and adaptive multimedia', in Digital Multimedia Perception and Design, pp. 206 - 223, http://dx.doi.org/10.4018/978-1-59140-860-4.ch010
    • Van Marrienboer J; Corbalan G; Kalyuga S; Paas F, 2006, 'Performance assessment and learning task selection in environments for complex learning.', in Elen J; Clark RE (ed.), Handling Complexity in Learning Environments: Theory and Research, edn. First, Elsevier Science, Amsterdam, pp. 201 - 220
    • Kalyuga S, 2005, 'Instructing and Testing for Expertise: A Cognitive Load Perspective', in Mitel Alea V (ed.), Focus on Educational Psychology, edn. Original, Nova Science Publishers, Hauppauge, NY, pp. 53 - 104, http://books.google.com.au/books?hl=en&lr=&id=rJyiUoWlCNsC&oi=fnd&pg=PA75&dq=Instructing+and+Testing+for+Expertise:+A+Cognitive+Load+Perspective&ots=oPTxODYJwC&sig=GFOM5wF2VWmAL5Rkhp8sZ04v-6g#v=onepag
    • Kalyuga S, 2005, 'Prior Knowledge Principle', in Mayer RE (ed.), Cambridge Handbook of Multimedia Learning, edn. 1, Cambridge University Press, New York, pp. 325 - 337, http://books.google.com.au/books?hl=en&lr=&id=SSLdo1MLIywC&oi=fnd&pg=PA325&dq=Prior+Knowledge+Principle&ots=uRA6P4V5Gv&sig=ec8Kyk8Ej6Zzp_QPythhd3wUMs8#v=onepage&q=Prior%20Knowledge%20Principle&f=false

    Journal articles

    • Likourezos V; Kalyuga S, 2017, 'Instruction-first and problem-solving-first approaches: alternative pathways to learning complex tasks', Instructional Science, vol. 45, pp. 195 - 219, http://dx.doi.org/10.1007/s11251-016-9399-4
    • Lin L; Lee CH; Kalyuga S; Wang Y; Guan S; Wu H, 2017, 'The Effect of Learner-Generated Drawing and Imagination in Comprehending a Science Text', Journal of Experimental Education, vol. 85, pp. 142 - 154, http://dx.doi.org/10.1080/00220973.2016.1143796
    • Chen O; Kalyuga S; Sweller J, 2016, 'When instructional guidance is needed', Educational and Developmental Psychologist, vol. 33, pp. 149 - 162, http://dx.doi.org/10.1017/edp.2016.16
    • Di Mascio R; Kalyuga S; Sweller J, 2016, 'The Effect of Wording and Placement of Task Instructions on Problem-Solving Creativity', Journal of Creative Behavior, http://dx.doi.org/10.1002/jocb.157
    • Chen O; Kalyuga S; Sweller J, 2016, 'Relations between the worked example and generation effects on immediate and delayed tests', Learning and Instruction, vol. 45, pp. 20 - 30, http://dx.doi.org/10.1016/j.learninstruc.2016.06.007
    • Zhang L; Kalyuga S; Lee C; Lei C, 2016, 'Effectiveness of collaborative learning of computer programming under different learning group formations according to students' prior knowledge: a cognitive load perspective', Journal of Interactive Learning Research, vol. 27, pp. 171 - 192
    • Chen O; Kalyuga S; Sweller J, 2016, 'The Expertise Reversal Effect is a Variant of the More General Element Interactivity Effect', Educational Psychology Review, pp. 1 - 13, http://dx.doi.org/10.1007/s10648-016-9359-1
    • Kalyuga S; Singh AM, 2016, 'Rethinking the Boundaries of Cognitive Load Theory in Complex Learning', Educational Psychology Review, vol. 28, pp. 831 - 852, http://dx.doi.org/10.1007/s10648-015-9352-0
    • Blayney P; Kalyuga S; Sweller J, 2016, 'The impact of complexity on the expertise reversal effect: experimental evidence from testing accounting students', Educational Psychology, vol. 36, pp. 1868 - 1885, http://dx.doi.org/10.1080/01443410.2015.1051949
    • Kalyuga S; Liu TC, 2015, 'Guest Editorial: Managing cognitive load in technology-based learning environments', Educational Technology and Society, vol. 18, pp. 1 - 8
    • Blayney P; Kalyuga S; Sweller J, 2015, 'Using cognitive load theory to tailor instruction to levels of accounting students' expertise', Educational Technology and Society, vol. 18, pp. 199 - 210
    • Kalyuga S; Liu TC, 2015, 'Managing Cognitive Load in Technology-Based Learning Environments', Journal of Educational Technology & Society, vol. 18, pp. 1 - 8
    • Liu T-C; Lin Y-C; Gao Y; Yeh S-C; Kalyuga S, 2015, 'Does the redundancy effect exist in electronic slideshow assisted lecturing?', Computers & Education, vol. 88, pp. 303 - 314, http://dx.doi.org/10.1016/j.compedu.2015.04.014
    • Hsu C-Y; Kalyuga S; Sweller J, 2015, 'When should guidance be presented in physics instruction?', Archives of Scientific Psychology, vol. 3, pp. 37 - 53, http://dx.doi.org/10.1037/arc0000012
    • Khacharem A; Zoudji B; Kalyuga S, 2015, 'Expertise reversal for different forms of instructional designs in dynamic visual representations', British Journal of Educational Technology, vol. 46, pp. 756 - 767, http://dx.doi.org/10.1111/bjet.12167
    • Khacharem A; Zoudji B; Kalyuga S, 2015, 'Perceiving versus inferring movements to understand dynamic events: The influence of content complexity', Psychology of Sport and Exercise, vol. 19, pp. 70 - 75, http://dx.doi.org/10.1016/j.psychsport.2015.03.004
    • Bokosmaty S; Sweller J; Kalyuga S, 2015, 'Learning Geometry Problem Solving by Studying Worked Examples: Effects of Learner Guidance and Expertise', American Educational Research Journal, vol. 52, pp. 307 - 333, http://dx.doi.org/10.3102/0002831214549450
    • Chen O; Kalyuga S; Sweller J, 2015, 'The Worked Example Effect, the Generation Effect, and Element Interactivity', Journal of Educational Psychology, http://dx.doi.org/10.1037/edu0000018
    • Pachman M; Sweller J; Kalyuga S, 2014, 'Effectiveness of combining worked examples and deliberate practice for high school geometry', Applied Cognitive Psychology, vol. 28, pp. 685 - 692, http://dx.doi.org/10.1002/acp.3054
    • Khacharem A; Zoudji B; Kalyuga S, 2014, 'Expertise reversal for different forms of instructional designs in dynamic visual representations', British Journal of Educational Technology, http://dx.doi.org/10.1111/bjet.12167
    • Khacharem A; Zoudji B; Spanjers IAE; Kalyuga S, 2014, 'Improving learning from animated soccer scenes: Evidence for the expertise reversal effect', Computers in Human Behavior, vol. 35, pp. 339 - 349, http://dx.doi.org/10.1016/j.chb.2014.03.021
    • Ng HK; Kalyuga S; Sweller J, 2013, 'Reducing transience during animation: a cognitive load perspective', Educational Psychology, vol. 33, pp. 755 - 772, http://dx.doi.org/10.1080/01443410.2013.785050
    • Pachman M; Sweller J; Kalyuga S, 2013, 'Levels of knowledge and deliberate practice', Journal of Experimental Psychology: Applied, vol. 19, pp. 108 - 119, http://dx.doi.org/10.1037/a0032149
    • Hatsidimitris G; Kalyuga S, 2013, 'Guided self-management of transient information in animations through pacing and sequencing strategies', Educational Technology Research and Development, vol. 61, pp. 91 - 105, http://dx.doi.org/10.1007/s11423-012-9276-z
    • Kalyuga S, 2013, 'Enhancing transfer by learning generalized domain knowledge structures', European Journal of Psychology of Education, pp. 1 - 17, http://dx.doi.org/10.1007/s10212-013-0176-3
    • Khacharem A; Spanjers IAE; Zoudji B; Kalyuga S; Ripoll H, 2013, 'Using segmentation to support the learning from animated soccer scenes: An effect of prior knowledge', Psychology of Sport and Exercise, vol. 14, pp. 154 - 160, http://dx.doi.org/10.1016/j.psychsport.2012.10.006
    • Khacharem A; Zoudji B; Kalyuga S; Ripoll H, 2013, 'The expertise reversal effect for sequential presentation in dynamic soccer visualizations', Journal of Sport and Exercise Psychology, vol. 35, pp. 260 - 269
    • Kyun S; Kalyuga S; Sweller J, 2013, 'The effect of worked examples when learning to write essays in english literature', Journal of Experimental Education, vol. 81, pp. 385 - 408, http://dx.doi.org/10.1080/00220973.2012.727884
    • Kalyuga S; Law YK; Lee CH, 2013, 'Expertise reversal effect in reading Chinese texts with added causal words', Instructional Science, vol. 41, pp. 481 - 497, http://dx.doi.org/10.1007/s11251-012-9239-0
    • Kalyuga S; Rikers R; Paas F, 2012, 'Educational Implications of Expertise Reversal Effects in Learning and Performance of Complex Cognitive and Sensorimotor Skills', Educational Psychology Review, vol. 24, pp. 313 - 337, http://dx.doi.org/10.1007/s10648-012-9195-x
    • Darabi A; Kalyuga S, 2012, 'Improvement of organizational performance and instructional design: An analogy based on general principles of natural information processing systems', Performance Improvement Quarterly, vol. 25, pp. 23 - 35, http://dx.doi.org/10.1002/piq.21122
    • Kalyuga S, 2012, 'For whom exploratory learning may not work: Implications of the expertise reversal effect in cognitive load theory', Technology Instruction Cognition and Learning, vol. 9, pp. 63 - 80
    • Kalyuga S; Hanham J, 2011, 'Instructing in generalized knowledge structures to develop flexible problem solving skills', Computers in Human Behavior, vol. 27, pp. 63 - 68, http://dx.doi.org/10.1016/j.chb.2010.05.024
    • Kalyuga S, 2011, 'Cognitive Load Theory: How Many Types of Load Does It Really Need?', Educational Psychology Review, vol. 23, pp. 1 - 19, http://dx.doi.org/10.1007/s10648-010-9150-7
    • Kalyuga S, 2011, 'Informing: A cognitive load perspective', Informing Science, vol. 14, pp. 33 - 45
    • Kalyuga S; Chandler P; Sweller J, 2011, 'Managing split-attention and redundancy in multimedia instruction', Applied Cognitive Psychology, vol. 25, http://dx.doi.org/10.1002/acp.1773
    • Lee CH; Kalyuga S, 2011, 'Effectiveness of on-screen pinyin in learning Chinese: An expertise reversal for multimedia redundancy effect', Computers in Human Behavior, vol. 27, pp. 11 - 15, http://dx.doi.org/10.1016/j.chb.2010.05.005
    • Lee CH; Kalyuga S, 2011, 'Effectiveness of different pinyin presentation formats in learning Chinese characters: A cognitive load perspective', Language Learning, vol. 61, pp. 1 - 20
    • Kalyuga S; Renkl A, 2010, 'Expertise reversal effect and its instructional implications: Introduction to the special issue', Instructional Science, vol. 38, pp. 209 - 215, http://dx.doi.org/10.1007/s11251-009-9102-0
    • Oksa A; Kalyuga S; Chandler P, 2010, 'Expertise reversal effect in using explanatory notes for readers of Shakespearean text', Instructional Science, vol. 38, pp. 217 - 236, http://dx.doi.org/10.1007/s11251-009-9109-6
    • 2010, 'Facilitating flexible problem solving: A cognitive load perspective', Educational Psychology Review, vol. 22, pp. 175 - 186, http://dx.doi.org/10.1007/s10648-010-9132-9
    • Blayney P; Kalyuga S; Sweller J, 2010, 'Interactions between the isolated-interactive elements effect and levels of learner expertise: Experimental evidence from an accountancy class', Instructional Science, vol. 38, pp. 277 - 287, http://dx.doi.org/10.1007/s11251-009-9105-x
    • Oksa A; Kalyuga S; Chandler PA, 2010, 'Expertise reversal effect in using explanatory notes for readers of Shakespearean text', Instructional Science, vol. 38, pp. 217 - 236
    • Kalyuga S, 2009, 'Cognitive load factors in the instructional design for advanced learners', Cognitive Load Factors in the Instructional Design For Advanced Learners, pp. 1 - 131
    • Kalyuga S, 2009, 'Instructional designs for the development of transferable knowledge and skills: A cognitive load perspective', Computers in Human Behavior, vol. 25, pp. 332 - 338, http://dx.doi.org/10.1016/j.chb.2008.12.019
    • Lambert J; Kalyuga S; Capan LA, 2009, 'Student perceptions and cognitive load: What can they tell us about e-learning Web 2.0 course design?', E-Learning, vol. 6, pp. 150 - 163, http://dx.doi.org/10.2304/elea.2009.6.2.150
    • Kalyuga S, 2009, 'Knowledge elaboration: A cognitive load perspective', Learning and Instruction, vol. 19, pp. 402 - 410, http://dx.doi.org/10.1016/j.learninstruc.2009.02.003
    • Plass JL; Homer BD; Milne C; Jordan T; Kalyuga S; Kim M; Lee H, 2009, 'Design factors for effective science simulations: Representation of information', International Journal of Gaming and Computer-Mediated Simulations, vol. 1, pp. 16 - 35
    • Kalyuga S, 2009, 'Managing cognitive load in adaptive ICT-based learning', Journal of Systemics, Cybernetics and Informatics, vol. 7, pp. 16 - 21
    • Kalyuga S, 2008, 'Relative effectiveness of animated and static diagrams: An effect of learner prior knowledge', Computers in Human Behavior, vol. 24, pp. 852 - 861, http://dx.doi.org/10.1016/j.chb.2007.02.018
    • Kalyuga S, 2008, 'When Less Is More in Cognitive Diagnosis: A Rapid Online Method for Diagnosing Learner Task-Specific Expertise', Journal of Educational Psychology, vol. 100, pp. 603 - 612, http://dx.doi.org/10.1037/0022-0663.100.3.603
    • Kalyuga M; Kalyuga S, 2008, 'Metaphor awareness in teaching vocabulary', Language Learning Journal, vol. 36, pp. 249 - 257, http://dx.doi.org/10.1080/09571730802390767
    • Kissane M; Kalyuga S; Chandler P; Sweller J, 2008, 'The consequences of fading instructional guidance on delayed performance: The case of financial services training', Educational Psychology, vol. 28, pp. 809 - 822, http://dx.doi.org/10.1080/01443410802322069
    • Kalyuga S, 2007, 'Enhancing instructional efficiency of interactive e-learning environments: A cognitive load perspective', Educational Psychology Review, vol. 19, pp. 387 - 399, http://dx.doi.org/10.1007/s10648-007-9051-6
    • Kalyuga S, 2007, 'Expertise reversal effect and its implications for learner-tailored instruction', Educational Psychology Review, vol. 19, pp. 509 - 539, http://dx.doi.org/10.1007/s10648-007-9054-3
    • Kalyuga S, 2006, 'Rapid cognitive assessment of learners' knowledge structures', Learning and Instruction, vol. 16, pp. 1 - 11, http://dx.doi.org/10.1016/j.learninstruc.2005.12.002
    • Kalyuga S, 2006, 'Assessment of learners' organised knowledge structures in adaptive learning environments', Applied Cognitive Psychology, vol. 20, pp. 333 - 342, http://dx.doi.org/10.1002/acp.1249
    • Kalyuga S, 2006, 'Rapid assessment of learners' proficiency: A cognitive load approach', Educational Psychology, vol. 26, pp. 735 - 749, http://dx.doi.org/10.1080/01443410500342674
    • Kalyuga S, 2006, 'A Handbook of Wisdom: Psychological perspectives', Educational Psychology, vol. 26, pp. 709 - 711
    • Kalyuga S; Sweller J, 2005, 'Rapid dynamic assessment of expertise to improve the efficiency of adaptive e-learning', Educational Technology Research and Development, vol. 53, pp. 83 - 93
    • Kalyuga S; Sweller J, 2004, 'Measuring knowledge to optimize cognitive load factors during instruction', Journal of Educational Psychology, vol. 96, pp. 558 - 568, http://dx.doi.org/10.1037/0022-0663.96.3.558
    • Kalyuga S; Chandler P; Sweller J, 2004, 'When redundant on-screen text in multimedia technical instruction can interfere with learning', Human Factors, vol. 46, pp. 567 - 581, http://dx.doi.org/10.1518/hfes.46.3.567.50405
    • Kalyuga S; Knapp P, 2004, 'Rapid cognitive assessment of reading skills', International Journal of Psychology, vol. 39, pp. 203 - 204
    • Kalyuga S; Ayres P; Chandler P; Sweller J, 2003, 'The expertise reversal effect', Educational Psychologist, vol. 38, pp. 23 - 31
    • Kalyuga S; Chandler P; Tuovinen J; Sweller J, 2001, 'When problem solving is superior to studying worked examples', Journal of Educational Psychology, vol. 93, pp. 579 - 588, http://dx.doi.org/10.1037//0022-0663.93.3.579
    • Kalyuga S; Chandler PA; Sweller J, 2001, 'Learner experience and efficiency of instructional guidance', Educational Psychology, pp. 5 - 23
    • Kalyuga S; Chandler P; Sweller J, 2000, 'Incorporating learner experience into the design of multimedia instruction', Journal of Educational Psychology, vol. 92, pp. 126 - 136
    • Kalyuga S; Chandler P; Sweller J, 1999, 'Managing Split-attention and Redundancy in Multimedia Instruction', Applied Cognitive Psychology, vol. 13, pp. 351 - 371
    • Kalyuga S; Chandler P; Sweller J, 1998, 'Levels of expertise and instructional design', Human Factors, vol. 40, pp. 1 - 17, http://dx.doi.org/10.1518/001872098779480587
    • Kalyuga S, 1997, 'Cognitive load effects and design of computer based instruction', Proceedings of the ACM International Conference on Digital Libraries, pp. 260

    Conference Papers

    • Zhang L; Kalyuga S; Lee CH; Lei C; Jiao J, 2015, 'Effectiveness of collaborative learning with complex tasks under different learning group formations: A cognitive load perspective', in Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 8th International Conference on Hybrid Learning, ICHL 2015, Wuhan, China, pp. 149 - 159, presented at 8th International Conference on Hybrid Learning, ICHL 2015, Wuhan, China, 27 - 29 July 2015, http://dx.doi.org/10.1007/978-3-319-20621-9_12
    • Kalyuga S, 2014, 'Managing cognitive load when teaching and learning e-skills', in Johnston K; Scot E (eds.), Proceedings of e-Skills Conference, informing Science institute, CA, USA, Cape Town, South Africa, pp. 155 - 160, presented at e-Skills for Knowledge Production and Innovation Conference, Cape Town, South Africa, 17 - 21 November 2014
    • Pachman M; Sweller J; Kalyuga S, 2012, 'Effectiveness of combining worked examples and deliberate practice for high school geometry', in 10th International Conference of the Learning Sciences: The Future of Learning, ICLS 2012 - Proceedings, pp. 457 - 458
    • Sombatteera S; Kalyuga S, 2012, 'When dual sensory mode with limited text presentation enhance learning', in Procedia - Social and Behavioral Sciences 48 (2012): Transport Research Arena 2012, Elsevier, Istanbul, Turkey, pp. 2022 - 2026, presented at International Conference on Education & Educational Psychology (ICEEPSY 2012), Istanbul, Turkey, 10 - 13 October 2012, http://dx.doi.org/10.1016/j.sbspro.2012.12.160
    • Kalyuga S, 2011, 'When exploratory learning may not work: A cognitive load perspective', in IADIS International Conference on Cognition and Exploratory Learning in Digital Age, CELDA 2011, pp. 3 - 10
    • Kalyuga S, 2011, 'Cognitive load theory: Implications for affective computing', in Proceedings of the 24th International Florida Artificial Intelligence Research Society, FLAIRS - 24, pp. 105 - 110
    • Kalyuga S, 2011, 'Effects of information transiency in multimedia learning', in Procedia - Social and Behavioral Sciences, pp. 307 - 311, http://dx.doi.org/10.1016/j.sbspro.2011.10.061
    • Kalyuga S, 2011, 'Cognitive load factors moderating the redundancy effect in multimedia learning', in Proceedings of the 19th International Conference on Computers in Education, ICCE 2011, pp. 627 - 631
    • Hatsidimitris G; Kalyuga S, 2011, 'A cognitive-based model for the design of educational animations', in Proceedings of World Conference on E-learning in Corporate, Government, Healthcare, & Higher Education 2011, Association for the Advancement of Computing in Education (AACE), Honolulu, Hawaii, USA, pp. 177 - 184, presented at World Conference on E-learning in Corporate, Government, Healthcare, & Higher Education (E-Learn 2011), Honolulu, Hawaii, USA, 17 - 21 October 2011, http://www.editlib.org/p/38693
    • Kalyuga S, 2011, 'When educational technology may hinder learning: A case of transient information', in Proceedings of the 7th International Conference on Education, National and Kapodistrian University of Athens, Samos, Greece, pp. 489 - 493, presented at 7th International Conference on Education (ICE), Samos, Greece, 07 - 09 July 2011
    • Lee CH; Kalyuga S, 2010, 'Using Pinyin in learning Chinese language: A Cognitive load perspective', in Using Pinyin in learning Chinese language: A Cognitive load perspective, 4th International Cognitive Load Theory Conference, Hong Kong, presented at 4th International Cognitive Load Theory Conference, Hong Kong, 22 - 25 November 2010
    • Law Y; Kalyuga S; Lee CH, 2010, 'Chinese children's causal knowledge and text comprehension', in Chinese children's causal knowledge and text comprehension, 4th International Cognitive Load Theory Conference, Hong Kong, presented at 4th International Cognitive Load Theory Conference, Hong Kong, 22 - 25 November 2010
    • Kalyuga S, 2010, 'Matching Educational Technology with Human Mind', in Matching educational technology with human mind, International Educational technology Conference, Istanbul. Turkey, presented at International Educational technology Conference, Istanbul. Turkey, 26 - 28 April 2010
    • Kalyuga S, 2010, 'Narration or visual text: When does modality effect apply?', in E-Learn 2010 Proceedings: World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education, Association for the Advancement of Computing in Education (AACE) Press, Orlando, FL USA, pp. 1052 - 1058, presented at World Conference on E-learning in Corporate, Government, Healthcare, & Higher Education, Orlando, FL USA, 18 - 22 October 2010, http://editlib.org/p/35689
    • Kalyuga S, 2009, 'Managing cognitive load in ICT-based learning', in IMSCI 2009 - 3rd International Multi-Conference on Society, Cybernetics and Informatics, Proceedings, pp. 114 - 119
    • Lee CH; Kalyuga S, 2008, 'Effectiveness of different written presentation formats in learning Chinese as a second language', in Effectiveness of different written presentation formats in learning Chinese as a second language, The 2nd International Conference in Cognitive Load Theory, Wollongong, Australia, presented at The 2nd International Conference in Cognitive Load Theory, Wollongong, Australia, 29 February - 02 March 2008
    • Kalyuga S, 2008, 'Implications of Expertise Reversal Effect for Adaptive Multimedia Learning', in Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2008, World Conference on Educational Multimedia, Hypermedia and Telecommunications 2008, Vienna, Austria, presented at World Conference on Educational Multimedia, Hypermedia and Telecommunications 2008, Vienna, Austria, 30 June - 04 July 2008
    • Kalyuga S; Plass J, 2007, 'Managing Cognitive Load in Instructional Simulations', in IADIS International Conference e-Learning 2007, IADIS International Conference e-Learning 2007, Lisbon, Portugal, presented at IADIS International Conference e-Learning 2007, Lisbon, Portugal, 06 - 08 July 2007
    • Kalyuga S, 2005, 'Effects of prior knowledge on multimedia learning: Does expertise reverse and how to manage it?', in ED-MEDIA 2005 World Conference on Educational Multimedia, Hypermedia and Telecommunications, ED-MEDIA 2005 World Conference on Educational Multimedia, Hypermedia and Telecommunications, Montreal, Canada, pp. 3164 - 3170, presented at ED-MEDIA 2005 World Conference on Educational Multimedia, Hypermedia and Telecommunications, Montreal, Canada, 27 June - 02 July 2005
    • Kalyuga S, 2005, 'When less is more in cognitive diagnosis', in XXVIIth Annual Conference of Cognitive Science Society, Lawrence Erlbaum, Stresa, Italy, pp. 1084 - 1089, presented at XXVIIth Annual Conference of Cognitive Science Society, Stresa, Italy, 21 - 23 July 2005
    • Kalyuga S, 2003, 'Rapid diagnostic assessment of learner`s knowledge to optimize cognitive load factors', in Slezak PP (ed.), International Conference on Cognitive Science, International Conference on Cognitive Science, Univerisity of New South Wales, Sydney, pp. 250 - 255, presented at International Conference on Cognitive Science, Univerisity of New South Wales, Sydney, 13 - 17 July 2003

Teaching

Consultation Times: Mon 4-5pm, Tues 4-5pm

Undergraduate courses
EDST2090 (GENT 1502) Student Learning, Thinking & Problem Solving
Examines how we reason, think and solve problems. How should we communicate with people to help them understand and learn? Answers are sought in the context of theories of mental processes.

Postgraduate courses
EDST5105 Design and Evaluation of ICT-based Learning
This course introduces students to the theoretical foundations and develops basic skills for Introduces students to the theoretical foundations and develops basic skills for conceptualising and designing efficient technology-based learning environments. Offers principles and methods for the pedagogical evaluation of educational software and web-based resources. Students demonstrate their competency by developing blueprints for individual e-learning modules and explaining the design principles, instructional techniques, and media selection rationales used in their projects.

EDST5307 Mental Processes and Instructional Procedures
Factors which affect learning and problem solving. Cognitive theories that can guide us in designing instruction. How to format instruction so that it accords with students' mental processes. Techniques designed to hasten the development of problem solving expertise.

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