Cognitive Load Theory: Instructional Implications of the Interaction between Information Structures and Cognitive Architecture Fred PaasAlexander RenklJohn Sweller OriginalPaper Pages: 1 - 8
Instructional Design Consequences of an Analogy between Evolution by Natural Selection and Human Cognitive Architecture John Sweller OriginalPaper Pages: 9 - 31
Designing Instructional Examples to Reduce Intrinsic Cognitive Load: Molar versus Modular Presentation of Solution Procedures Peter GerjetsKatharina ScheiterRichard Catrambone OriginalPaper Pages: 33 - 58
How Fading Worked Solution Steps Works – A Cognitive Load Perspective Alexander RenklRobert K. AtkinsonCornelia S. Große OriginalPaper Pages: 59 - 82
Process-Oriented Worked Examples: Improving Transfer Performance Through Enhanced Understanding Tamara van GogFred PaasJeroen J.G. van Merriënboer OriginalPaper Pages: 83 - 98
Decreasing Cognitive Load for Novice Students: Effects of Explanatory versus Corrective Feedback in Discovery-Based Multimedia Roxana Moreno OriginalPaper Pages: 99 - 113
Assessment of Cognitive Load in Multimedia Learning with Dual-Task Methodology: Auditory Load and Modality Effects Roland BrünkenJan L. PlassDetlev Leutner OriginalPaper Pages: 115 - 132
Exploring Multidimensional Approaches to the Efficiency of Instructional Conditions Juhani E. TuovinenFred Paas OriginalPaper Pages: 133 - 152
Mental Effort and Performance as Determinants for the Dynamic Selection of Learning Tasks in Air Traffic Control Training Ron J.C.M. SaldenFred PaasJeroen J.G. van Merriënboer OriginalPaper Pages: 153 - 172
Cognitive Load Theory as a Tool for Expertise Development Remy M.J.P. RikersPascal W.M. Van GervenHenk G. Schmidt Commentary Pages: 173 - 182
