Cognitive load theory was introduced in the 1980s as an instructional design theory based on several uncontroversial aspects of human cognitive architecture. Our knowledge of many of the characteristics of working memory, long-term memory and the relations between them had been well-established for many decades prior to the introduction of the…

Depletion of limited working memory resources may occur following extensive mental effort resulting in decreased performance compared to conditions requiring less extensive mental effort. This "depletion effect" can be incorporated into cognitive load theory that is concerned with using the properties of human cognitive architecture,…

This research investigated the effects of 3 instructional design formats on learning introductory accounting. In accordance with cognitive load theory, it was predicted that students who would learn with a guided self-managed instructional design format would outperform students who would learn with a conventional split-attention format or an…

According to cognitive load theory (CLT), the limitations of working memory (WM) in the learning of new tasks together with its ability to cooperate with an unlimited long-term memory (LTM) for familiar tasks enable human beings to deal effectively with complex problems and acquire highly complex knowledge and skills. With regard to WM, CLT has…

Research has demonstrated that instruction that relies more heavily on example study is more effective for novices' learning than instruction consisting of problem solving. However, "a heavier reliance on example study" has been implemented in different ways. For example, worked examples only (WE), example-problem pairs (WE-PS), or problem-example…

Learning by observing and imitating others has long been recognized as constituting a powerful learning strategy for humans. Recent findings from neuroscience research, more specifically on the mirror neuron system, begin to provide insight into the neural bases of learning by observation and imitation. These findings are discussed here, along…

In a preceding case study, a process-focused demand-driven approach for organising flexible educational programmes in higher professional education (HPE) was developed. Operations management and instructional design contributed to designing a flexible educational model by means of discrete-event simulation. Educational experts validated the model…

Learner-controlled instruction is often found to be less effective for learning than fixed or adaptive system-controlled instruction. One possible reason for that finding is that students--especially novices--might not able to accurately assess their own performance and select tasks that fit their learning needs. Therefore, this explorative study…

In this review we argue that interactivity can be effective in video-based models to engage learners in relevant cognitive processes. We do not treat modeling as an isolated instructional method but adopted the social cognitive model of sequential skill acquisition in which learners start with observation and finish with independent,…

Animated models explicate the procedure to solve a problem, as well as the rationale behind this procedure. For abstract cognitive processes, animations might be beneficial, especially when a supportive pedagogical agent provides explanations. This article argues that animated models can be an effective instructional method, provided that they are…

Research on Cognitive Load Theory has shown that measures of cognitive load can reveal important information about the cognitive consequences of instructional conditions that is not necessarily reflected by traditional performance-based measures. Although, the individual measures of cognitive load can be considered important to determine the power…

This study presents an application of a measure of learner involvement developed by Paas, Tuovinen, van Merrienboer, and Darabi (2005). These authors combined learners' performance scores with their perceived mental effort invested in instruction and used it to assess learner involvement in instructional conditions. The present study examines the…

Describes a set of computerized tools that support the instructional design and evaluation of competency-based training programs. Discusses authentic whole-task practice situations; the 4C/ID* methodology; an evaluation tool that supports the subsequent revision of the competency-based training design; and future plans. (Author/LRW)

In this article, the most relevant literature on cognitive aging and instructional design is merged to formulate recommendations for designing computer-based training material aimed at elderly learners. The core message is that researchers and instructional designers do not need to develop special computerized instruction for older adults. Rather,…

Cognitive load theory (CLT) has been successful in identifying instructional formats that are more effective and efficient than conventional problem solving in the initial, novice phase of skill acquisition. However, recent findings regarding the "expertise reversal effect" have begun to stimulate cognitive load theorists to broaden their horizon…