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Exploring the effects of seductive details with the 4-phase model of interest

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Measuring cognitive load and cognition: metrics for technology-enhanced learning

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Investigating the redundancy principle in immersive virtual reality environments: An eye‐tracking and EEG study

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Pointing and tracing gestures may enhance anatomy and physiology learning

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Cognitive load theory: researching and planning teaching to maximise learning

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Enhancing student knowledge acquisition from online learning conversations

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Self-management as a Bridge Between Cognitive Load and Self-regulated Learning: the Illustrative Case of Seductive Details

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Converging Subjective and Psychophysiological Measures of Cognitive Load to Study the Effects of Instructor‐Present Video

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Features of representations in general chemistry textbooks: a peek through the lens of the cognitive load theory

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Interdisciplinary Perspectives Inspiring a New Generation of Cognitive Load Research

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Explaining the modality effect in multimedia learning: Is it due to a lack of temporal contiguity with written text and pictures?

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Principles for Reducing Extraneous Processing in Multimedia Learning

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Extending the Cognitive-Affective Theory of Learning with Media in Virtual Reality Learning: A Structural Equation Modeling Approach

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Combining physiological data and subjective measurements to investigate cognitive load during complex learning

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Does speaker’s voice enthusiasm affect social cue, cognitive load and transfer in multimedia learning?

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Distance Matters: Spatial Contiguity Effects as Trade‐Off between Gaze Switches and Memory Load

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Assessing the effectiveness of new devices for accessing learning materials: An empirical analysis based on eye tracking and learner subjective perception

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Explorations in Learning and the Brain

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Confirmatory Factor Analysis of Cognitive Load Ratings Supports a Two-Factor Model

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Do Interactive Learning Environments Have an Effect on Learning Outcomes, Cognitive Load and Metacognitive Judgments?

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COVID-19 Disruptions in Health Professional Education: Use of Cognitive Load Theory on Students' Comprehension, Cognitive Load, Engagement, and Motivation

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Studying the expertise reversal of the multimedia signaling effect at a process level: evidence from eye tracking

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The impact of disfluency, pacing, and students’ need for cognition on learning with multimedia

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Task-irrelevant data impair processing of graph reading tasks: An eye tracking study

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Assessing the validity of the cognitive load scale in a problem-based learning setting

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A Systematic Review of Immersive Virtual Reality in STEM Education: Advantages and Disadvantages on Learning and User Experience

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Measuring cognitive load during simulation-based psychomotor skills training: sensitivity of secondary-task performance and subjective ratings

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Designing a Personalized Guide Recommendation System to Mitigate Information Overload in Museum Learning

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`Measuring cognitive load: mixed results from a handover simulation for medical students

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User interface design in mobile learning applications: Developing and evaluating a questionnaire for measuring learners' extraneous cognitive load

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Representation sequencing in computer-based engineering education

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Using cognitive strategies overcomes cognitive load in online learning environments

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Guidelines for Choosing Cognitive Load Measures in Perceptually Rich Environments

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Cognitive Load of Learner Control: Extraneous or Germane Load?

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Do measures of cognitive load explain the spatial split-attention principle in multimedia learning environments? A systematic review.

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The Split-Attention Principle in Multimedia Learning

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The cognitive basis for the split-attention effect.

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THE SPLIT‐ATTENTION EFFECT AS A FACTOR IN THE DESIGN OF INSTRUCTION

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Britishlournal o/Educational Psychology, 62,233-246,1992 THE SPLIT-ATIENTION EFFECT AS A FACTOR IN THE DESIGN OF INSTRUCTION

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