In recent years (since 2008), the academics involved in cognitive load theory research area published: 2 books, more than 20 book chapters, and more than 60 referred journal articles. A best paper award was received at EARLI (the European Association for Research in Learning and Instruction) SIG 6&7 Conference (2012). An Excellence in postgraduate supervision award was received by Paul Ayres in 2012. Among other achievements were memberships of editorial boards of Journal of Educational Psychology, Educational Psychology Review (John Sweller, Slava Kalyuga), and Learning and Instruction (Slava Kalyuga)- top journals in the field with highest impact factors (all above 2), associate editorship of Applied Cognitive Psychology (Paul Ayres, 2010-2013), Learning and Instruction (Slava Kalyuga, since 2014), and chairing a Division for American Education Research Association Annual Conference (Paul Ayres, 2009). Many invited talks (with all expenses paid) were delivered at universities and other organisations around the world (e.g., Kent State University, USA; Georgia Tech, USA; AERA, Washington, USA; University of Macau, Beijing University, Hong Kong University, National Central University of Taiwan, Shanghai University, Yogyakarta State University, Indonesia, Education Bureau of Hong Kong Government – just to list a few). The staff members worked as consultants for projects conducted by Canon Australia, Kaplan Inc. (USA). Special issues on cognitive lad theory were edited in leading international journals: Educational Psychology Review (2009; 2014), Computers in Human Behavior (2009), Instructional Science (2010), Applied Cognitive Psychology (2012), Journal of Educational Technology and Society (2015). International income was received from Hong Kong Government, Education Bureau (2011-2012) 240,000 HKD; University of Hong Kong (2009-2010), 90,000HKD (S. Kalyuga). An ARC Discovery (Paul Ayres, 2010-2011) and two Goldstar (Slava Kalyuga, 2011; Paul Ayres, 2013) grants were also awarded. John Sweller and Slava Kalyuga were ranked among the world 10th most productive educational psychologists for the years 2003-2008 [Contemporary Educational Psychology, 2010, 35, 11-16].

Hear Professor Andrew Martin talk about his area of research.

The motivation and engagement research reflects a long-standing national and international research program that has made major contributions to educational psychology theory, methodology and practice. Its programmatic reach and impact has been sustained by 1 ARC Future Fellowship, 1 ARC Discovery Grant, 2 ARC Linkage Grants, and 2 NHMRC Grants (1 as CI and 1 as AI), all commencing funding in the period 2008-2013. International esteem is indicated by a highly competitive Spencer Foundation grant in 2010/11. The yields of the research program (including publications from 2008) are evident in a 2010 review in Contemporary Educational Psychology reporting Professor Martin to be 19th Most Productive researcher in educational psychology. In 2008-2013, researchers in this group held major international positions including Associate Editorship (Journal of Educational Psychology; British Journal of Educational Psychology) and membership of Editorial Boards (American Educational Research Journal; Contemporary Educational Psychology; Educational and Psychological Measurement). Group members’ research is highly cited. For example, articles published in 2008-2013 (as of March 2015) include 6th Most Cited in Oxford Review of Education (Martin & Marsh, 2009); 11th Most Downloaded in Contemporary Educational Psychology (Martin, 2012); 15th Most Cited in Learning and Individual Differences (Martin & Liem, 2011); 20th Most Downloaded in Journal of Educational Psychology (Collie, Shapka, & Perry, 2012); 24th Most Downloaded in Journal of Educational Psychology (Martin, 2010); Top 30 Most Read in Educational and Psychological Measurement (Martin, 2009); Top 30 Most Read in Review of Educational Research (Martin & Dowson, 2009); and, Top 40 Most Read in School Psychology International (Martin, 2013).

In this video Professor Slava Kalyuga explains more about Cognitive Load Theaory.

Emeritus Professor John Sweller was instrumental in developing Cognitive Load Theory, which is now one of the leading theories in cognitive processes and instructive design within Educational Psychology research. Hear more about the importance of this theory and the impact on teaching.

See our current HDR students here