A Reconsideration of Cognitive Load Theory
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High mental effort is not always a proxy for high germane cognitive load; in this case, it might have been extraneous load or effort spent on inefficient strategies.
“This suggests that high mental effort is not always a proxy for high germane cognitive load (the load devoted to learning); in this case, it might have been extraneous load or effort spent on inefficient strategies (Schnotz and Kürschner, 2007).”
From Assessing the Impact and Underlying Pathways of Sequenced AI feedback on Student Learning (2026) · cites this paper as Schnotz and Kürschner, 2007
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Assessing the Impact and Underlying Pathways of Sequenced AI feedback on Student Learning
Cao, J., Zhao, C. Q., Schunn, C., McLaughlin, E. A., Lin, J., & Koedinger, K. R. (2026) · arXiv · doi:10.48550/arxiv.2604.07469
- Authors
- Schnotz, W., & Kürschner, C.
- Affiliations
- University of Koblenz and Landau (DE)
- Corresponding author
- Schnotz, Wolfgang
- ORCID
- Schnotz, Wolfgang
- Venue
- Educational Psychology Review
- Published
- 2007-09-19
- Volume
- 19
- Issue
- 4
- Pages
- 469-508
- ISSN
- 1040-726X (ISSN-L)
- 1573-336X
- OpenAlex
- W2035901571
- Cited by
- 755
- References
- 20
- Citations by year
- 2026: 44 · 2025: 80 · 2024: 69 · 2023: 45 · 2022: 53 · 2021: 40 · 2020: 51 · 2019: 35 · 2018: 29 · 2017: 35 · 2016: 37 · 2015: 32 · 2014: 34 · 2013: 35 · 2012: 41
- FWCI
- 27.87
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- www.springer.com/tdm (tdm)
- Locations
- Educational Psychology Review (publishedVersion)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational and Psychological Assessments
- Keywords
- cognitive load theory, instructional design, conceptual difficulties, zone of proximal development, Vygotsky, implicit learning, task performance, learning, instructional practices
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