Sweller, John

The Development of Cognitive Load Theory: Replication Crises and Incorporation of Other Theories Can Lead to Theory Expansion

Sweller, J. (2023) · Educational Psychology Review

Visual and Cognitive Learning ProcessesInnovative Teaching and Learning Methods

Cited by 220

Measuring Knowledge to Optimize Cognitive Load Factors During Instruction.

Kalyuga, S., & Sweller, J. (2004) · Journal of Educational Psychology

Visual and Cognitive Learning ProcessesIntelligent Tutoring Systems and Adaptive Learning

Cited by 219

Cognitive load theory and individual differences

Sweller, J. (2024) · Learning and Individual Differences

Visual and Cognitive Learning ProcessesInnovative Teaching and Learning Methods

Cited by 214

What do students learn while solving mathematics problems?

Owen, E., & Sweller, J. (1985) · Journal of Educational Psychology

Mathematics Education and PedagogyMathematics Education and Teaching Techniques

Cited by 206

The Expertise Reversal Effect is a Variant of the More General Element Interactivity Effect

Chen, O., Kalyuga, S., & Sweller, J. (2017) · Educational Psychology Review

Visual and Cognitive Learning ProcessesInnovative Teaching and Learning Methods

Cited by 200

Instructional animations can be superior to statics when learning human motor skills

Wong, A., Marcus, N., Ayres, P., Smith, L., Cooper, G. A., Paas, F., & Sweller, J. (2009) · Computers in Human Behavior

Visual and Cognitive Learning ProcessesSport Psychology and Performance

Cited by 193

Working Memory, Long-term Memory, and Instructional Design

Sweller, J. (2016) · Journal of Applied Research in Memory and Cognition

Visual and Cognitive Learning ProcessesInnovative Teaching and Learning Methods

Cited by 192

Learning by imagining.

Cooper, G., Tindall-Ford, S., Chandler, P., & Sweller, J. (2001) · Journal of Experimental Psychology: Applied

Visual and Cognitive Learning ProcessesMemory Processes and Influences

Cited by 191

Effects of goal specificity on means–ends analysis and learning.

Sweller, J., & Levine, M. (1982) · Journal of Experimental Psychology: Learning, Memory, and Cognition

Memory Processes and InfluencesEducational Assessment and Pedagogy

Cited by 182

From Theory to Practice: The Application of Cognitive Load Theory to the Practice of Medicine

Szulewski, A., Howes, D., van Merriënboer, J. J. G., & Sweller, J. (2021) · Academic Medicine

Innovations in Medical EducationVisual and Cognitive Learning Processes

Cited by 171

The worked example effect, the generation effect, and element interactivity.

Chen, O., Kalyuga, S., & Sweller, J. (2015) · Journal of Educational Psychology

Visual and Cognitive Learning ProcessesInnovative Teaching and Learning Methods

Cited by 167

Not New, but Nearly Forgotten: the Testing Effect Decreases or even Disappears as the Complexity of Learning Materials Increases

van Gog, T., & Sweller, J. (2015) · Educational Psychology Review

Memory Processes and InfluencesVisual and Cognitive Learning Processes

Cited by 164

Effects of prior knowledge on collaborative and individual learning

Zambrano R., J., Kirschner, F., Sweller, J., & Kirschner, P. A. (2019) · Learning and Instruction

Innovative Teaching and Learning MethodsVisual and Cognitive Learning Processes

Cited by 121

Intrinsic and Extraneous Cognitive Load

Sweller, J., Ayres, P., & Kalyuga, S. (2011) · Cognitive Load Theory

Visual and Cognitive Learning ProcessesInnovative Teaching and Learning Methods

Cited by 107

Problem-solving or Explicit Instruction: Which Should Go First When Element Interactivity Is High?

Ashman, G., Kalyuga, S., & Sweller, J. (2020) · Educational Psychology Review

Visual and Cognitive Learning ProcessesInnovative Teaching and Learning Methods

Cited by 103

Cognitive Load Theory, Evolutionary Educational Psychology, and Instructional Design

Sweller, J. (2016) · Evolutionary Psychology

Visual and Cognitive Learning ProcessesInnovative Teaching and Learning Methods

Cited by 97

In Academe, What Is Learned, and How Is It Learned?

Sweller, J. (2015) · Current Directions in Psychological Science

Visual and Cognitive Learning ProcessesInnovative Teaching and Learning Methods

Cited by 85

Relations between the worked example and generation effects on immediate and delayed tests

Chen, O., Kalyuga, S., & Sweller, J. (2016) · Learning and Instruction

Visual and Cognitive Learning ProcessesInnovative Teaching and Learning Methods

Cited by 82

Consequences of History-Cued and Means-End Strategies in Problem Solving

Sweller, J., Mawer, R. F., & Howe, W. (1982) · The American Journal of Psychology

AI-based Problem Solving and PlanningCreativity in Education and Neuroscience

Cited by 80

High Element Interactivity Information During Problem Solving may Lead to Failure to Obtain the Testing Effect

Leahy, W., Hanham, J., & Sweller, J. (2015) · Educational Psychology Review

Memory Processes and InfluencesVisual and Cognitive Learning Processes

Cited by 77

Interactions between the isolated-interactive elements effect and levels of learner expertise: experimental evidence from an accountancy class

Blayney, P., Kalyuga, S., & Sweller, J. (2010) · Instructional Science

Visual and Cognitive Learning ProcessesAccounting Education and Careers

Cited by 76

The Expertise Reversal Effect

Sweller, J., Ayres, P., & Kalyuga, S. (2011) · Cognitive Load Theory

Visual and Cognitive Learning ProcessesInnovative Teaching and Learning Methods

Cited by 68

Collaborative learning effects when students have complete or incomplete knowledge

Retnowati, E., Ayres, P., & Sweller, J. (2018) · Applied Cognitive Psychology

Innovative Teaching and Learning MethodsVisual and Cognitive Learning Processes

Cited by 66

Spacing and Interleaving Effects Require Distinct Theoretical Bases: a Systematic Review Testing the Cognitive Load and Discriminative-Contrast Hypotheses

Chen, O., Paas, F., & Sweller, J. (2021) · Educational Psychology Review

Visual and Cognitive Learning ProcessesMemory Processes and Influences

Cited by 62