Creative thinking, recognized as a fundamental life skill, is a complex process influenced by cognitive load. While literature has addressed the integration of cognitive load theory into creative thinking research, a comprehensive synthesis is lacking. To address this gap, we conducted a systematic review and deductive thematic analysis, drawing…

Generative AIs have been embraced by learners wishing to offload (parts of) complex tasks. However, recent research suggests that AI users are at risk of failing to correctly monitor the extent of their own contribution when being assisted by an AI. This difficulty in keeping track of the division of labor has been shown to result in placebo and…

Self-regulated learning depends on task difficulty and on learners' resources and cognitive load, as described by an inverted U-shaped relationship in Seufert's (2018) model: for easy tasks, resources are high and load is low, so there is no need to regulate, whereas for difficult tasks, load is too high and resources are too low to regulate. Only…

In research practice, it is common to measure cognitive load after learning using self-report scales. This approach can be considered risky because it is unclear on what basis learners assess cognitive load, particularly when the learning material contains varying levels of complexity. This raises questions that have yet to be answered by…

Retrieval practice is well-established as a powerful tool for reinforcing long-term learning. Most previous research has concentrated on the effectiveness of overt retrieval, involving recalling information from memory and generating overt responses by writing, typing, or speaking aloud the retrieved information. Here we ask whether covert…

Educational researchers have been confronted with a multitude of definitions of task complexity and a lack of consensus on how to measure it. Using a cognitive load theory-based perspective, we argue that the task complexity that learners experience is based on element interactivity. Element interactivity can be determined by simultaneously…

Visual problem-solving is an essential skill for professionals in various visual domains. Novices in these domains acquire such skills through interactions with experts (e.g., apprenticeships). Experts guide novice visual problem-solving with scaffolding behaviours. However, there is little consensus about the description and classification of…

According to cognitive load theory, learning can only be successful when instructional materials and procedures are designed in accordance with human cognitive architecture. In this context, one of the biggest challenges is the accurate measurement of the different cognitive load types as these are associated with various activities during…

Training of self-regulated learning is most effective if it supports learning strategies in combination with metacognitive regulation, and learners can transfer their acquired metacognitive regulation skills to different tasks that require the use of the same learning strategy (near transfer). However, whether learners can transfer metacognitive…

Cognitive load theory has been a major influence for the field of educational psychology. One of the main guidelines of the theory is that extraneous cognitive load should be reduced to leave sufficient cognitive resources for the actual learning to take place. In recent years, research regarding various design factors, in particular from the…

For more than three decades, cognitive load theory has been addressing learning from a cognitive perspective. Based on this instructional theory, design recommendations and principles have been derived to manage the load on working memory while learning. The increasing attention paid to cognitive load theory in educational science quickly…

Given the many opportunities for technology use in education nowadays (e.g., Large language models, explainer videos, digital quizzing), teachers should know and rely on evidence-based answers to questions about when, how, and why technology-augmented instruction helps or hinders learning. To date, finding these answers requires integrating…

When faced with challenging thinking tasks accompanied by a feeling of uncertainty, people often prefer to opt out (e.g., replying "I don't know", seeking advice) over giving low-confidence responses. In professions with high-stakes decisions (e.g., judges, medical practitioners), opting out is generally seen as preferable to making…

Students tend to avoid effective but effortful study strategies. One potential explanation could be that high-effort experiences may not give students an immediate feeling of learning, which may affect their perceptions of the strategy's effectiveness and their willingness to use it. In two experiments, we investigated the role of mental effort in…

Adopting an evolutionary approach to substantiate major characteristics of human cognitive architecture has been one of the major recent developments in cognitive load theory. According to this approach, human cognitive architecture is a natural information processing system which can be described by five general principles. This paper attempts to…