Contemporary cognitive load theory research: The good, the bad and the ugly
Open accessIntegrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Inferring sources of load from the combination of task performance and rated mental effort likely results in a circular argument.
“However, such inferences from outcome likely result in a circular argument (Kalyuga, 2011; Kirschner et al., 2011) and should be avoided.”
From Development and Validation of Two Instruments Measuring Intrinsic, Extraneous, and Germane Cognitive Load (2017) · cites this paper as Kirschner et al., 2011
Cites
Cognitive Load During Problem Solving: Effects on Learning
Sweller, J. (1988) · Cognitive Science · doi:10.1016/0364-0213(88)90023-7 · Cited by 11,048 · cited 3× · see citing works
“…that a learner expends - is based upon human cognitive architecture which consists of a severely limited working memory with partly independent processing units for visual/spatial and auditory/verbal information, which interacts with a comparatively unlimited long-term memory (Sweller, 1988).”
BackgroundMethodLevels of processing: A framework for memory research
Craik, F. I. M., & Lockhart, R. S. (1972) · Journal of Verbal Learning and Verbal Behavior · doi:10.1016/s0022-5371(72)80001-x · Cited by 9,566 · see citing works
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006) · Educational Psychologist · doi:10.1207/s15326985ep4102_1 · Cited by 6,887 · see citing works
Self-citationCognitive Architecture and Instructional Design
Sweller, J., van Merrienboer, J. J. G., & Paas, F. G. W. C. (1998) · Educational Psychology Review · doi:10.1023/a:1022193728205 · Cited by 6,023 · cited 2× · see citing works
“However, with the conceptualization of three different types of load into intrinsic, extraneous and germane (Sweller et al., 1998), there has been a greater need for individual measures to support theoretical arguments based on different types of load (see Ayres, 2006).”
BackgroundCognitive Load Theory and the Format of Instruction
Chandler, P., & Sweller, J. (1991) · Cognition and Instruction · doi:10.1207/s1532690xci0804_2 · Cited by 2,894 · cited 1× · see citing works
“One of the major strengths of cognitive load research over the years is that it has increasingly focused on complex learning environments and real life school and industry settings (Chandler & Sweller, 1991, 1992, 1996; Ward & Sweller, 1990).”
BackgroundSelf-citationCognitive Load Measurement as a Means to Advance Cognitive Load Theory
Paas, F., Tuovinen, J. E., Tabbers, H., & Van Gerven, P. W. M. (2003) · Educational Psychologist · doi:10.1207/s15326985ep3801_8 · Cited by 2,527 · see citing works
The Cambridge handbook of multimedia learning
Mayer, R. E. (2006) · Choice Reviews Online · doi:10.5860/choice.43-5643 · Cited by 2,321 · see citing works
Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions
van Merriënboer, J. J. G., & Sweller, J. (2005) · Educational Psychology Review · doi:10.1007/s10648-005-3951-0 · Cited by 2,206 · cited 17× · see citing works
“Spanjers, Wouters, Van Gog and Van Merriënboer (this issue) investigated the effectiveness of segmentation in the context of the expertise reversal effect (see Kalyuga, Ayres, Chandler, & Sweller, 2003).”
BackgroundInfluentialPaas, F. G. W. C. (1992) · Journal of Educational Psychology · doi:10.1037/0022-0663.84.4.429 · Cited by 2,150 · cited 2× · see citing works
“However, the results may just as likely be a measurement issue as the scale used in their study is yet another non-validated variation of the mental load scale (Paas, 1992) which is increasingly being identified in the field as being highly problematic (see Van Gog & Pass, 2008).”
MethodKalyuga, S., Ayres, P., Chandler, P., & Sweller, J. (2003) · Educational Psychologist · doi:10.1207/s15326985ep3801_4 · Cited by 1,927 · see citing works
Self-citationTversky, B., Morrison, J. B., & Bétrancourt, M. (2002) · International Journal of Human-Computer Studies · doi:10.1006/ijhc.2002.1017 · Cited by 1,677 · see citing works
Cognitive Principles of Multimedia Learning: The Role of Modality and Contiguity
Moreno, R., & Mayer, R. (1999) · Journal of Educational Psychology · doi:10.1037/0022-0663.91.2.358 · Cited by 1,564 · cited 1× · see citing works
“Specifically, by manipulating the modality effect (Ginns, 2005; Moreno & Mayer, 1999); Tindall-Ford, Chandler & Sweller, 1997), the authors examine the inclusion of seductive details with low and high cognitive load instructional formats.”
MethodWhy Some Material Is Difficult to Learn
Sweller, J., & Chandler, P. (1994) · Cognition and Instruction · doi:10.1207/s1532690xci1203_1 · Cited by 1,455 · cited 1× · see citing works
“Consistent with previous CLT research (see Sweller & Chandler, 1994), results indicated no significant effects for low element interactivity materials, other than improvements of test scores over learning repetitions.”
ResultSelf-citationExpertise Reversal Effect and Its Implications for Learner-Tailored Instruction
Kalyuga, S. (2007) · Educational Psychology Review · doi:10.1007/s10648-007-9054-3 · Cited by 1,056 · see citing works
(1999) · Cited by 944 · see citing works
THE SPLIT‐ATTENTION EFFECT AS A FACTOR IN THE DESIGN OF INSTRUCTION
CHANDLER, P., & SWELLER, J. (1992) · British Journal of Educational Psychology · doi:10.1111/j.2044-8279.1992.tb01017.x · Cited by 767 · cited 1× · see citing works
“One of the major strengths of cognitive load research over the years is that it has increasingly focused on complex learning environments and real life school and industry settings (Chandler & Sweller, 1991, 1992, 1996; Ward & Sweller, 1990).”
BackgroundSelf-citationMayer, R. E., & Chandler, P. (2001) · Journal of Educational Psychology · doi:10.1037/0022-0663.93.2.390 · Cited by 762 · cited 1× · see citing works
“Previous research (e.g., Mayer & Chandler, 2001), has found segmenting to be effective, but the findings of Spanjers et al. (this issue) suggest that perhaps only students with low levels of prior knowledge benefit most from this strategy.”
MethodSelf-citationTransfer on trial: Intelligence, cognition, and instruction
Schraagen, J. M. (1994) · Acta Psychologica · doi:10.1016/0001-6918(94)90021-3 · Cited by 639 · see citing works
Exploring the Assistance Dilemma in Experiments with Cognitive Tutors
Koedinger, K. R., & Aleven, V. (2007) · Educational Psychology Review · doi:10.1007/s10648-007-9049-0 · Cited by 632 · cited 1× · see citing works
“Based on the Assistance Dilemma (see Koedinger & Aleven, 2007), they assumed an inverted U-shaped relation between the number of worked-steps and learning outcomes with neither the highest proportion of guidance (i.e., many worked steps with little problem solving practice) nor the lowest…”
When two sensory modes are better than one.
Tindall-Ford, S., Chandler, P., & Sweller, J. (1997) · Journal of Experimental Psychology: Applied · doi:10.1037/1076-898x.3.4.257 · Cited by 559 · see citing works
Self-citationMeta-analysis of the modality effect
Ginns, P. (2005) · Learning and Instruction · doi:10.1016/j.learninstruc.2005.07.001 · Cited by 547 · cited 1× · see citing works
“Specifically, by manipulating the modality effect (Ginns, 2005; Moreno & Mayer, 1999); Tindall-Ford, Chandler & Sweller, 1997), the authors examine the inclusion of seductive details with low and high cognitive load instructional formats.”
MethodA Cognitive Load Approach to Collaborative Learning: United Brains for Complex Tasks
Kirschner, F., Paas, F., & Kirschner, P. A. (2009) · Educational Psychology Review · doi:10.1007/s10648-008-9095-2 · Cited by 547 · see citing works
Self-citationThe Split-Attention Principle in Multimedia Learning
Ayres, P., & Sweller, J. (2005) · Cambridge University Press eBooks · doi:10.1017/cbo9780511816819.009 · Cited by 526 · see citing works
Self-citationWhen Choice Motivates and When It Does Not
Katz, I., & Assor, A. (2006) · Educational Psychology Review · doi:10.1007/s10648-006-9027-y · Cited by 525 · cited 1× · see citing works
“While some learners benefit from learner control others struggle greatly (Kopcha & Sullivan, 2007; Katz & Assor, 2007).”
BackgroundLevels of Expertise and Instructional Design
Kalyuga, S., Chandler, P., & Sweller, J. (1998) · Human Factors: The Journal of the Human Factors and Ergonomics Society · doi:10.1518/001872098779480587 · Cited by 520 · see citing works
Self-citationInstructional Efficiency: Revisiting the Original Construct in Educational Research
van Gog, T., & Paas, F. (2008) · Educational Psychologist · doi:10.1080/00461520701756248 · Cited by 473 · cited 16× · see citing works
“Spanjers, Wouters, Van Gog and Van Merriënboer (this issue) investigated the effectiveness of segmentation in the context of the expertise reversal effect (see Kalyuga, Ayres, Chandler, & Sweller, 2003).”
BackgroundInfluentialResearch on cognitive load theory and its design implications for e-learning
van Merriënboer, J. J. G., & Ayres, P. (2005) · Educational Technology Research and Development · doi:10.1007/bf02504793 · Cited by 399 · cited 17× · see citing works
“Spanjers, Wouters, Van Gog and Van Merriënboer (this issue) investigated the effectiveness of segmentation in the context of the expertise reversal effect (see Kalyuga, Ayres, Chandler, & Sweller, 2003).”
BackgroundInfluentialSelf-citationStructuring Effective Worked Examples
Ward, M., & Sweller, J. (1990) · Cognition and Instruction · doi:10.1207/s1532690xci0701_1 · Cited by 396 · cited 1× · see citing works
“One of the major strengths of cognitive load research over the years is that it has increasingly focused on complex learning environments and real life school and industry settings (Chandler & Sweller, 1991, 1992, 1996; Ward & Sweller, 1990).”
BackgroundUsing subjective measures to detect variations of intrinsic cognitive load within problems
Ayres, P. (2006) · Learning and Instruction · doi:10.1016/j.learninstruc.2006.09.001 · Cited by 381 · cited 1× · see citing works
“However, with the conceptualization of three different types of load into intrinsic, extraneous and germane (Sweller et al., 1998), there has been a greater need for individual measures to support theoretical arguments based on different types of load (see Ayres, 2006).”
BackgroundSelf-citationThe worked example effect and human cognition
Sweller, J. (2006) · Learning and Instruction · doi:10.1016/j.learninstruc.2006.02.005 · Cited by 301 · cited 1× · see citing works
“…whether and to what extent explanation prompts as an instructional support feature induce active processing while at the same time looking at whether, as Sweller (2006) states, they take cognitive load to the upper limit of working memory capacities when learning with complex learning materials.”
BackgroundAttention cueing as a means to enhance learning from an animation
de Koning, B. B., Tabbers, H. K., Rikers, R. M. J. P., & PAAS, F. G. W. C. (2007) · Applied Cognitive Psychology · doi:10.1002/acp.1346 · Cited by 287 · see citing works
Kirschner, F., PAAS, F. G. W. C., & Kirschner, P. A. (2009) · Computers in Human Behavior · doi:10.1016/j.chb.2008.12.008 · Cited by 284 · see citing works
Self-citationRapid dynamic assessment of expertise to improve the efficiency of adaptive e-learning
Kalyuga, S., & Sweller, J. (2005) · Educational Technology Research and Development · doi:10.1007/bf02504800 · Cited by 265 · see citing works
van Merriënboer, J. J. G. (2007) · Routledge eBooks · doi:10.4324/9781410618054 · Cited by 255 · see citing works
Berthold, K., Eysink, T. H. S., & Renkl, A. (2009) · Instructional Science · doi:10.1007/s11251-008-9051-z · Cited by 238 · see citing works
Making instructional animations more effective: a cognitive load approach
Ayres, P., & PAAS, F. G. W. C. (2007) · Applied Cognitive Psychology · doi:10.1002/acp.1343 · Cited by 201 · cited 1× · see citing works
“The finding that the usefulness of segmentation is in line with other research showing that instructional animations cause extraneous cognitive load and need some kind of compensatory mechanism that reduces this load (see Ayres & Paas, 2007a, b).”
ResultSelf-citationDoes cognitive load moderate the seductive details effect? A multimedia study
Park, B., Moreno, R., Seufert, T., & Brünken, R. (2010) · Computers in Human Behavior · doi:10.1016/j.chb.2010.05.006 · Cited by 194 · see citing works
An expertise reversal effect of segmentation in learning from animated worked-out examples
Spanjers, I. A. E., Wouters, P., van Gog, T., & van Merriënboer, J. J. G. (2011) · Computers in Human Behavior · doi:10.1016/j.chb.2010.05.011 · Cited by 175 · see citing works
The attention-guiding effect and cognitive load in the comprehension of animations
Amadieu, F., Mariné, C., & Laimay, C. (2011) · Computers in Human Behavior · doi:10.1016/j.chb.2010.05.009 · Cited by 137 · see citing works
Schwamborn, A., Thillmann, H., Opfermann, M., & Leutner, D. (2010) · Computers in Human Behavior · doi:10.1016/j.chb.2010.05.028 · Cited by 128 · see citing works
Can the cognitive load approach make instructional animations more effective?
Ayres, P., & PAAS, F. G. W. C. (2007) · Applied Cognitive Psychology · doi:10.1002/acp.1351 · Cited by 127 · cited 1× · see citing works
“The finding that the usefulness of segmentation is in line with other research showing that instructional animations cause extraneous cognitive load and need some kind of compensatory mechanism that reduces this load (see Ayres & Paas, 2007a, b).”
ResultSelf-citationSome Conditions under Which Integrated Computer-Based Training Software Can Facilitate Learning
Cerpa, N., Chandler, P., & Sweller, J. (1996) · Journal of Educational Computing Research · doi:10.2190/mg7x-4j8n-ckyr-p06t · Cited by 99 · see citing works
Self-citationAttention cueing in an instructional animation: The role of presentation speed
de Koning, B. B., Tabbers, H. K., Rikers, R. M. J. P., & PAAS, F. G. W. C. (2010) · Computers in Human Behavior · doi:10.1016/j.chb.2010.05.010 · Cited by 95 · see citing works
Self-presentation bias in surveys of teachers’ educational technology practices
Kopcha, T., & Sullivan, H. (2007) · Educational Technology Research and Development · doi:10.1007/s11423-006-9011-8 · Cited by 91 · cited 1× · see citing works
“While some learners benefit from learner control others struggle greatly (Kopcha & Sullivan, 2007; Katz & Assor, 2007).”
BackgroundThe influence of text modality on learning with static and dynamic visualizations
Kühl, T., Scheiter, K., Gerjets, P. H., & Edelmann, J. (2010) · Computers in Human Behavior · doi:10.1016/j.chb.2010.05.008 · Cited by 74 · see citing works
The double-edged effects of explanation prompts
Berthold, K., Röder, H., Knörzer, D., Kessler, W., & Renkl, A. (2011) · Computers in Human Behavior · doi:10.1016/j.chb.2010.05.025 · Cited by 67 · see citing works
The role of spatial descriptions in learning from multimedia
Schmidt‐Weigand, F., & Scheiter, K. (2010) · Computers in Human Behavior · doi:10.1016/j.chb.2010.05.007 · Cited by 63 · see citing works
Adapting prior knowledge activation: Mobilisation, perspective taking, and learners’ prior knowledge
Wetzels, S., Liesbeth Kester, A., & van Merriënboer, J. J. G. (2010) · Computers in Human Behavior · doi:10.1016/j.chb.2010.05.004 · Cited by 61 · see citing works
Lee, C. H., & Kalyuga, S. (2010) · Computers in Human Behavior · doi:10.1016/j.chb.2010.05.005 · Cited by 60 · see citing works
Instructing in generalized knowledge structures to develop flexible problem solving skills
Kalyuga, S., & Hanham, J. (2010) · Computers in Human Behavior · doi:10.1016/j.chb.2010.05.024 · Cited by 54 · see citing works
Effectiveness of cognitive-load based adaptive instruction in genetics education
Mihalca, L., Salden, R., Corbalan, G., PAAS, F. G. W. C., & Miclea, M. (2010) · Computers in Human Behavior · doi:10.1016/j.chb.2010.05.027 · Cited by 45 · cited 1× · see citing works
“Specifically, by manipulating the modality effect (Ginns, 2005; Moreno & Mayer, 1999); Tindall-Ford, Chandler & Sweller, 1997), the authors examine the inclusion of seductive details with low and high cognitive load instructional formats.”
MethodZhang, L., Ayres, P., & Chan, K. (2010) · Computers in Human Behavior · doi:10.1016/j.chb.2010.03.038 · Cited by 40 · see citing works
Self-citationPragmatic knowledge and conceptual structure: determinants of transfer between quantitative domains
Bassok, M., & Holyoak, K. J. (1996) · Dialnet (Universidad de la Rioja) · Cited by 39 · see citing works
Corbalan, G., Liesbeth Kester, A., & van Merriënboer, J. J. G. (2010) · Computers in Human Behavior · doi:10.1016/j.chb.2010.05.026 · Cited by 36 · see citing works
Kirschner, F., PAAS, F. G. W. C., & Kirschner, P. A. (2010) · Computers in Human Behavior · doi:10.1016/j.chb.2010.05.012 · Cited by 33 · see citing works
Self-citationSchwonke, R., Renkl, A., Salden, R., & Aleven, V. (2010) · Computers in Human Behavior · doi:10.1016/j.chb.2010.03.037 · Cited by 28 · cited 2× · see citing works
“…that a learner expends - is based upon human cognitive architecture which consists of a severely limited working memory with partly independent processing units for visual/spatial and auditory/verbal information, which interacts with a comparatively unlimited long-term memory (Sweller, 1988).”
BackgroundMethodHanham, J., & McCormick, J. (2008) · Learning and Instruction · doi:10.1016/j.learninstruc.2008.04.002 · Cited by 22 · cited 1× · see citing works
“This interpretation of the results while interesting is at this stage speculative and requires further research including incorporating measures of collective efficacy (Hanham & McCormick, 2009).”
- Self-citation
Flagged first, then by citations
Cited by
Sorted by citations
Klepsch, M., Schmitz, F., & Seufert, T. (2017) · Frontiers in Psychology · doi:10.3389/fpsyg.2017.01997 · Cited by 601 · see citing works
“However, such inferences from outcome likely result in a circular argument (Kalyuga, 2011; Kirschner et al., 2011) and should be avoided.”
BackgroundThe Validity of Physiological Measures to Identify Differences in Intrinsic Cognitive Load
Ayres, P., Lee, J. Y., PAAS, F. G. W. C., & van Merriënboer, J. J. G. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.702538 · Cited by 232 · see citing works
Self-citationWhat does germane load mean? An empirical contribution to the cognitive load theory
Debue, N., & van de Leemput, C. (2014) · Frontiers in Psychology · doi:10.3389/fpsyg.2014.01099 · Cited by 209 · see citing works
“In spite of this well-known problem, the CLT community still faces difficulties when it comes to the measurement methods to distinguish between types of load (Kirschner et al., 2011).”
BackgroundKeep it Coherent: A Meta-Analysis of the Seductive Details Effect
Sundararajan, N., & Adesope, O. (2020) · Educational Psychology Review · doi:10.1007/s10648-020-09522-4 · Cited by 176 · see citing works
Verbal redundancy in multimedia learning environments: A meta-analysis.
Adesope, O., & Nesbit, J. (2012) · Journal of Educational Psychology · doi:10.1037/a0026147 · Cited by 160 · see citing works
Dan, A., & Reiner, M. (2016) · International Journal of Psychophysiology · doi:10.1016/j.ijpsycho.2016.08.013 · Cited by 139 · see citing works
Krieglstein, F., Beege, M., Rey, G. D., Sanchez-Stockhammer, C., & Schneider, S. (2023) · Educational Psychology Review · doi:10.1007/s10648-023-09738-0 · Cited by 139 · see citing works
Westphal, M., Vössing, M., Satzger, G., Yom‐Tov, G. B., & Rafaeli, A. (2023) · Computers in Human Behavior · doi:10.1016/j.chb.2023.107714 · Cited by 141 · see citing works
Cognitive Load Theory: New Directions and Challenges
Ayres, P., & PAAS, F. G. W. C. (2012) · Applied Cognitive Psychology · doi:10.1002/acp.2882 · Cited by 130 · see citing works
Self-citationKrieglstein, F., Beege, M., Rey, G. D., Ginns, P., Krell, M., & Schneider, S. (2022) · Educational Psychology Review · doi:10.1007/s10648-022-09683-4 · Cited by 125 · see citing works
“However, cognitive load measurement is still an ongoing challenge in educational research (e.g., Ayres, 2018; de Jong, 2010; Kirschner et al., 2011; Moreno, 2010).”
BackgroundThe effects of feedback during exploratory mathematics problem solving: Prior knowledge matters.
Fyfe, E. R., Rittle‐Johnson, B., & DeCaro, M. S. (2012) · Journal of Educational Psychology · doi:10.1037/a0028389 · Cited by 127 · see citing works
Web conferencing for synchronous online tutorials: Perspectives of tutors using a new medium
Kear, K., Chetwynd, F., Williams, J., & Donelan, H. (2011) · Computers & Education · doi:10.1016/j.compedu.2011.10.015 · Cited by 120 · see citing works
Measuring Cognitive Load in Embodied Learning Settings
Skulmowski, A., & Rey, G. D. (2017) · Frontiers in Psychology · doi:10.3389/fpsyg.2017.01191 · Cited by 108 · see citing works
“Kirschner et al. (2011) argue that the dual-task method may not be adequate for more elaborate settings.”
BackgroundAndersen, M. S., & Makransky, G. (2020) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12478 · Cited by 108 · see citing works
“…a general measure of students perceptions of CL, previous research has highlighted several limitations (e.g., Antonenko & Niederhauser, 2010; Kirschner et al., 2011; Makransky, et al., 2019c), and specifically called for the need to measure different components of CL that are relevant when…”
BackgroundResultGetting the point: Tracing worked examples enhances learning
Hu, F., Ginns, P., & Bobis, J. (2014) · Learning and Instruction · doi:10.1016/j.learninstruc.2014.10.002 · Cited by 106 · see citing works
“information packaging hypothesis proposed by Kita (2000) claims that gestures assist in conceptualizing spatial information for speaking.”
BackgroundKirschner, F., Liesbeth Kester, A., & Corbalan, G. (2010) · Computers in Human Behavior · doi:10.1016/j.chb.2010.05.003 · Cited by 96 · see citing works
Janson, A., Söllner, M., & Leimeister, J. M. (2019) · Academy of Management Learning and Education · doi:10.5465/amle.2018.0078 · Cited by 96 · see citing works
“neous load is vice versa decreased (Kirschner et al., 2011).”
BackgroundUnderstanding metacognitive inferiority on screen by exposing cues for depth of processing
Sidi, Y., Shpigelman, M., Zalmanov, H., & Ackerman, R. (2017) · Learning and Instruction · doi:10.1016/j.learninstruc.2017.01.002 · Cited by 91 · see citing works
Krell, M. (2017) · Cogent Education · doi:10.1080/2331186x.2017.1280256 · Cited by 91 · see citing works
“of CL is seen as the “the holy grail” of CL research (Kirschner et al., 2011).”
BackgroundResultInfluentialNotional Machines in Computing Education
Fincher, S. A., Jeuring, J. T., Miller, C. S., Donaldson, P., du Boulay, B., Hauswirth, M., Hellas, A., Hermans, F., Lewis, C. M., Mühling, A., et al. (2020) · ACM Conference on Innovation and Technology in Computer Science Education (ITiCSE) · doi:10.1145/3437800.3439202 · Cited by 92 · see citing works
“Some theories focus on limitations in human mental and perceptual processing as they apply to learning, e.g. Cognitive Load Theory [14, 39, 58] and Multimedia Information Theory [47].”
Joksimovíc, S., Gašević, D., Kovanović, V., Adesope, O., & Hatala, M. (2014) · The Internet and Higher Education · doi:10.1016/j.iheduc.2014.03.001 · Cited by 85 · see citing works
“The cognitive load theory posits that instructional design can have a negative e ect on learning, if information being studied is not aligned well with the the schema-level knowledge of learners (Kirschner et al., 2011; Merrienboer & Sweller, 2005; Paas et al., 2003, 2004; Sweller et al., 1998).”
BackgroundElme, L., Jørgensen, M. L. M., Dandanell, G., Mottelson, A., & Makransky, G. (2022) · Educational Technology Research and Development · doi:10.1007/s11423-022-10139-3 · Cited by 96 · see citing works
“Cognitive load theory posits that a high mental load in information processing demands the allocation of mental resources (Kirschner et al., 2011a, 2011b; Sweller, 1988, 2010).”
BackgroundMakransky, G., Terkildsen, T. S., & Mayer, R. E. (2019) · Learning and Instruction · doi:10.1016/j.learninstruc.2018.12.001 · Cited by 82 · see citing works
Alhadad, S. S. J. (2018) · Journal of Learning Analytics · doi:10.18608/jla.2018.52.5 · Cited by 85 · see citing works
Measuring cognitive load and cognition: metrics for technology-enhanced learning
Martin, S. (2014) · Educational Research and Evaluation · doi:10.1080/13803611.2014.997140 · Cited by 74 · see citing works
“…doubt that it will be possible to fi nd the holy grail of cognitive load theory, reliable and valid individual measures for the three types of cognitive load (see Kirschner et al., 2011), although others report some limited progress (Leppink, Paas, Van der Vleuten, Van Gog, & Van Merriënboer, 2013).”
BackgroundInteractive print: The design of cognitive tasks in blended augmented reality and print documents
Nadolny, L. (2016) · British Journal of Educational Technology · doi:10.1111/bjet.12462 · Cited by 67 · see citing works
The effect of thematic video-based instruction on learning and motivation in e-learning
Chen, Y.-T. (2012) · International Journal of the Physical Sciences · doi:10.5897/ijps11.1788 · Cited by 65 · see citing works
When feedback is cognitively-demanding: the importance of working memory capacity
Fyfe, E. R., DeCaro, M. S., & Rittle‐Johnson, B. (2014) · Instructional Science · doi:10.1007/s11251-014-9323-8 · Cited by 65 · see citing works
“Indeed, Kirschner et al. (2011)identify the subjective measurement of cognitive load as the ‘‘ugly side of [cognitive load theory] research’’ (p. 104).”
BackgroundMinkley, N., Xu, K. M., & Krell, M. (2021) · Frontiers in Education · doi:10.3389/feduc.2021.632907 · Cited by 61 · see citing works
“Furthermore, such subjective measures have been critically discussed due to issues of validity (de Jong, 2010; Kirschner et al., 2011; van Gog and Paas, 2008).”
BackgroundRäder, S. B. E. W., Henriksen, A.-H., Butrymovich, V., Sander, M., Jørgensen, E. O., Lönn, L., & Ringsted, C. V. (2014) · Academic Medicine · doi:10.1097/acm.0000000000000373 · Cited by 56 · see citing works
Larmuseau, C., Vanneste, P., Cornelis, J. P., Desmet, P., & Depaepe, F. (2019) · Frontline Learning Research · doi:10.14786/flr.v7i2.403 · Cited by 58 · see citing works
Something old, something new from cognitive load theory
Ayres, P. (2020) · Computers in Human Behavior · doi:10.1016/j.chb.2020.106503 · Cited by 53 · see citing works
Self-citationIntegrating cognitive load theory with other theories, within and beyond educational psychology
Hanham, J., Castro-Alonso, J. C., & Chen, O. (2023) · British Journal of Educational Psychology · doi:10.1111/bjep.12612 · Cited by 51 · see citing works
Media richness and information acquisition in internet recruitment
Badger, J. M., Kaminsky, S. E., & Behrend, T. S. (2014) · Journal of Managerial Psychology · doi:10.1108/jmp-05-2012-0155 · Cited by 44 · see citing works
“Hypotheses Cognitive load theory suggests that people will learn less when they have higher cognitive load (e.g. Chandler and Sweller, 1996; Kisrchner et al., 2011; Moreno, 2007; Sweller, 1988, 1994; Zhang et al., 2011).”
BackgroundImproving Computer-Assisted Language Learning Through the Lens of Cognitive Load
Bahari, A., Wu, S., & Ayres, P. (2023) · Educational Psychology Review · doi:10.1007/s10648-023-09764-y · Cited by 43 · see citing works
“It is often argued that to measure cognitive load, objective measures should be used (Kirschner et al., 2011; Park & Brünken, 2015), such as galvanic skin response or heart rate indicators (see Johannessen et al., 2020).”
MethodSelf-citationKhan, M. A., Asadi, H., Zhang, L., Qazani, M. R. C., Oladazimi, S., Loo, C. K., Lim, C. P., & Nahavandi, S. (2024) · Expert Systems with Applications · doi:10.1016/j.eswa.2024.123717 · Cited by 48 · see citing works
Ba, S., Stein, D., Liu, Q., Long, T., Xie, K., & Wu, L. (2021) · Journal of Educational Computing Research · doi:10.1177/0735633121992421 · Cited by 42 · see citing works
“Researchers have posited that it might not be possible to measure the intrinsic, extraneous, and germane cognitive load individually (Kirschner et al., 2011; Schroeder, 2017).”
BackgroundGuidelines for Choosing Cognitive Load Measures in Perceptually Rich Environments
Skulmowski, A. (2022) · Mind Brain and Education · doi:10.1111/mbe.12342 · Cited by 43 · see citing works
Understanding Multimedia Multitasking in Educational Settings
Wood, E., & Zivcakova, L. (2015) · Wiley eBooks · doi:10.1002/9781118771952.ch23 · Cited by 39 · see citing works
Nurses’ Perceptions of Workload Burden in Pediatric Critical Care
Lebet, R. M., Hasbani, N. R., Sisko, M. T., Agus, M. S. D., Nadkarni, V., Wypij, D., & Curley, M. A. Q. (2021) · American Journal of Critical Care · doi:10.4037/ajcc2021725 · Cited by 35 · see citing works
Unpacking the effects of information overload on the purchase intention of electric vehicles
Hu, X., Wang, S., Zhou, R., Tong, Y., & Xu, L. (2022) · Journal of Consumer Behaviour · doi:10.1002/cb.2098 · Cited by 39 · see citing works
Hussain, M. S., Calvo, R. A., & Chen, F. (2014) · Interacting with Computers · doi:10.1093/iwc/iwt032 · Cited by 34 · see citing works
“Research in cognitive load theory has focused on identifying instructional designs that create unnecessary working memory load, such as extraneous load, in order to provide more effective alternatives (Ayres and Gog, 2009; Kirschner et al., 2011).”
BackgroundAcute effects of reducing sitting time in adolescents: a randomized cross-over study
Penning, A., Okely, A. D., Trost, S. G., Salmon, J., Cliff, D. P., Batterham, M. J., Howard, S. J., & Parrish, A. (2017) · BMC Public Health · doi:10.1186/s12889-017-4660-6 · Cited by 33 · see citing works
“…and important for development and academic reasons. instance, research on Cognitive Load Theory has demonstrated the learning advantages of optimising the focus and deployment of working memory (i.e., increasing attentional capacity focused on learning-relevant information and processes) [29].”
BackgroundWhat Works: Creating Adaptive and Intelligent Systems for Collaborative Learning Support
Dowell, N., Cade, W., Tausczik, Y., Pennebaker, J. W., & Graesser, A. C. (2014) · Lecture notes in computer science · doi:10.1007/978-3-319-07221-0_15 · Cited by 32 · see citing works
“For instance, cognitive elaboration, quality argumentation, common ground, task difficulty, and cognitive load have been shown to influence knowledge acquisition of the individual learner and performance of the overall group [7,8,9,10].”
BackgroundHong, J., Hwang, M., Tai, K., & Lin, P. (2019) · Computer Assisted Language Learning · doi:10.1080/09588221.2019.1614068 · Cited by 35 · see citing works
“…of learning information and its form of presentation can overwhelm children ’ s limited working memory capacity (van Merrienboer & Sweller, 2005; Kirschner, Ayres, & Chandler, 2011), consequently restricting their ability and emotion in acquiring and demonstrating their emerging academic…”
BackgroundReduced mental load in learning a motor visual task with virtual 3D method
Dan, A., & Reiner, M. (2017) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12216 · Cited by 31 · see citing works
Leighton, A., Weinborn, M., & Maybery, M. T. (2014) · Journal of the International Neuropsychological Society · doi:10.1017/s135561771400085x · Cited by 30 · see citing works
Evaluating an instrument to measure mental load and mental effort using Item Response Theory
Krell, M. (2015) · edoc Publication server (Humboldt University of Berlin) · doi:10.18452/8212 · Cited by 29 · see citing works
Behavioral and fMRI evidence of the differing cognitive load of domain-specific assessments
Howard, S. J., Burianová, H., Ehrich, J., Kervin, L., Calleia, A., Barkus, E., Carmody, J., & Humphry, S. (2015) · Neuroscience · doi:10.1016/j.neuroscience.2015.03.047 · Cited by 26 · see citing works
“That is, Cognitive Load Theory suggests that information varies in the demands (cognitive load) it places on learners’ working memory, as a function of inherent complexity of the information (intrinsic load) and the complexity with which the information is presented (extraneous load; van Merrienboer and Sweller, 2005;…”
InfluentialAndersen, M. S., & Makransky, G. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.642084 · Cited by 26 · see citing works
“However, single item scales have also been criticized due to several limitations including being too simplistic, making it difficult for learners to make sensible distinctions between the complexity of the material (IL) and inadequate instructions (EL; Kirschner et al., 2011).”
BackgroundDickhaut, E., Janson, A., Söllner, M., & Leimeister, J. M. (2023) · European Journal of Information Systems · doi:10.1080/0960085x.2023.2174050 · Cited by 26 · see citing works
“By contrast, any other load that does not promote learning and problem-solving is considered extraneous (Kirschner et al., 2011), determined by the manner and complexity in which material relevant to the task is presented.”
Design and effects of an academic development programme on leadership for educational change
Grunefeld, H., van Tartwijk, J., Jongen, H., & Wubbels, T. (2015) · The International Journal for Academic Development · doi:10.1080/1360144x.2015.1068779 · Cited by 25 · see citing works
“…we had expected a higher score on the question about the influence they felt they had on the programme, because the programme leaders explicitly stimulated learner control (Kirschner et al., 2011) by asking, throughout the sessions, for ideas for relevant themes and names for guest lecturers.”
BackgroundThe Influence of Cognitive Load on Transfer With Error Prevention Training Methods
Hutchins, S., Wickens, C. D., Carolan, T. F., & Cumming, J. M. (2013) · Human Factors The Journal of the Human Factors and Ergonomics Society · doi:10.1177/0018720812469985 · Cited by 23 · see citing works
Subjective Measure of Cognitive Load Depends on Participants’ Content Knowledge Level
Zu, T., Munsell, J., & Rebello, N. S. (2021) · Frontiers in Education · doi:10.3389/feduc.2021.647097 · Cited by 23 · see citing works
“This certainly places even further challenges for educators since measuring different CL subtypes is already an ongoing challenge in the CLT research community (Kirschner et al., 2011).”
BackgroundHunsu, N. J., Adesope, O., & Wie, B. V. (2017) · Instructional Science · doi:10.1007/s11251-017-9427-z · Cited by 22 · see citing works
“For example, introducing elements that are not absolutely germane to learning a material may constitute seductive details—noted to be harmful to learning (Kirschner et al. 2011; Sanchez and Wiley 2006).”
BackgroundEffects of electronic outlining on students' argumentative writing performance
de Smet, M. J. R., Broekkamp, H., Brand‐Gruwel, S., & Kirschner, P. A. (2011) · Journal of Computer Assisted Learning · doi:10.1111/j.1365-2729.2011.00418.x · Cited by 22 · see citing works
Self-citationKastaun, M., Meier, M., Küchemann, S., & Kühn, J. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.703857 · Cited by 27 · see citing works
“Although the subjective measurement approach is controversial in research regarding valid measurement of CL (de Jong, 2010; Kirschner et al., 2011; Sweller et al., 2011), studies, such as the one by Klepsch et al. (2017), demonstrate a proven measurement accuracy.”
BackgroundLatest trends to optimize computer-based learning: Guidelines from cognitive load theory
Castro-Alonso, J. C., & de Koning, B. B. (2020) · Computers in Human Behavior · doi:10.1016/j.chb.2020.106458 · Cited by 23 · see citing works
Dönmez, O., Akbulut, Y., Telli, E., Kaptan, M., Özdemir, İ. H., & Erdem, M. (2022) · Education and Information Technologies · doi:10.1007/s10639-022-11035-2 · Cited by 20 · see citing works
“Unless learners have expertise in instructional design practices, scales to differentiate different sources of the cognitive load may fail (Kirschner et al., 2011).”
BackgroundInfluentialLehikko, A., Nykänen, M., Lukander, K., Uusitalo, J., & Ruokamo, H. (2024) · Computers & Education X Reality · doi:10.1016/j.cexr.2024.100066 · Cited by 24 · see citing works
The Influence of a Pedagogical Agent on Learners' Cognitive Load.
Schroeder, N. L. (2017) · Educational Technology & Society · Cited by 19 · see citing works
Analysing mouse activity for cognitive load detection
Arshad, S., Wang, Y., & Chen, F. (2013) · Proceedings of the 25th Australian Computer-Human Interaction Conference: Augmentation, Application, Innovation, Collaboration · doi:10.1145/2541016.2541083 · Cited by 18 · see citing works
“However, measuring cognitive load has consistently been considered problematic; and at times, the holy grail of problems within cognitive load theory (Kirschner et al, 2011; Ayres and Paas, 2012).”
BackgroundLee, S., Hwang, S., Kim, D.-J., & Lee, K. (2025) · CHI Conference Extended Abstracts on Human Factors in Computing Systems (CHI EA) · doi:10.1145/3706599.3719792 · Cited by 19 · see citing works
How Novices Use Expert Case Libraries for Problem Solving
Tawfik, A. A., Gill, A., Hogan, M., York, C. S., & Keene, C. W. (2017) · Technology Knowledge and Learning · doi:10.1007/s10758-017-9324-1 · Cited by 18 · see citing works
The Split-Attention Principle in Multimedia Learning
Ayres, P., & Sweller, J. (2021) · The Cambridge Handbook of Multimedia Learning · doi:10.1017/9781108894333.020 · Cited by 18 · see citing works
Self-citationMinkley, N., Kärner, T., Jojart, A., Nobbe, L., & Krell, M. (2018) · Journal of Research in Science Teaching · doi:10.1002/tea.21446 · Cited by 17 · see citing works
An Epistemic Network Approach to Teacher Students’ Professional Vision in Tutoring Video Analysis
Farrell, M., Martin, M., Renkl, A., Rieß, W., Könings, K. D., van Merriënboer, J. J. G., & Seidel, T. (2022) · Frontiers in Education · doi:10.3389/feduc.2022.805422 · Cited by 17 · see citing works
Rathnayaka, C., Ganapathi, J., Kickbusch, S., Dawes, L. A., & Brown, R. (2023) · European Journal of Engineering Education · doi:10.1080/03043797.2023.2204813 · Cited by 21 · see citing works
“Furthermore, directly and conveniently measuring mental load has persistently proven to be very challenging with respect to CLT research (Kirschner, Ayres, and Chandler 2011; van Gog and Paas 2008).”
BackgroundVisuospatial tests and multimedia learning
Castro-Alonso, J. C., Ayres, P., Wong, M., & PAAS, F. G. W. C. (2019) · Routledge eBooks · doi:10.4324/9780429283895-8 · Cited by 17 · see citing works
Self-citationHong, J., Hwang, M., Tai, K., Lin, P., & Lin, P.-C. (2019) · Journal of Educational Computing Research · doi:10.1177/0735633119881471 · Cited by 19 · see citing works
“…have highlighted how the design of learning information and its form of presentation can over-whelm children’s limited working memory capacity (Kirschner, Ayres, & Chandler, 2011; van Merrienboer & Sweller, 2005), thus restricting students’ ability and emotion in acquiring and demonstrating…”
BackgroundHui, B. (2024) · Modern Language Journal · doi:10.1111/modl.12905 · Cited by 17 · see citing works
Stereoscopy in Static Scientific Imagery in an Informal Education Setting: Does It Matter?
Price, C. A., Lee, H.-S., & Malatesta, K. I. (2014) · Journal of Science Education and Technology · doi:10.1007/s10956-014-9500-1 · Cited by 16 · see citing works
“Using both can lead to more accurate cognitive load measurement and analysis, as long as they are reported independently and not grouped together into one measure (Kirschner et al. 2011).”
BackgroundBenefits of prompting students to generate summaries during pauses in segmented multimedia lessons
Wang, Y., Wang, F., Mayer, R. E., Hu, X., & Gong, S. (2023) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12797 · Cited by 17 · see citing works
Cognitive Load Assessment Scales in Simulation
Greer, S. K., Jeffe, D. B., Manga, A., Murray, D. J., & Emke, A. R. (2022) · Simulation in Healthcare The Journal of the Society for Simulation in Healthcare · doi:10.1097/sih.0000000000000665 · Cited by 14 · see citing works
Dickhaut, E., Janson, A., & Leimeister, J. M. (2020) · Lecture notes in computer science · doi:10.1007/978-3-030-64823-7_12 · Cited by 14 · see citing works
“Since the cognitive resources of an individual are limited, it is essential to manage cognitive load related to the pattern presentation when taking design advice offered by design patterns into account [16].”
BackgroundDigital ink and differentiated subjective ratings for cognitive load measurement in middle childhood
Altmeyer, K., Barz, M., Lauer, L., Peschel, M., Sonntag, D., Brünken, R., & Malone, S. (2023) · British Journal of Educational Psychology · doi:10.1111/bjep.12595 · Cited by 15 · see citing works
“…on cognitive processes caused by a poor instructional design (Kalyuga, 2011; Sweller, 2010; Sweller et al., 2011, 2019). in children is considered challenging, and this challenge becomes even greater when aiming at capturing its multidimensional nature (Ayres & Paas, 2012; Kirschner et al., 2011).”
Zhang, W., Yu, Y., & Dai, S. (2025) · Public Management Review · doi:10.1080/14719037.2025.2559862 · Cited by 15 · see citing works
“Originally developed in educational psychology (Sweller 1988), CLT has since been applied to management and organizational research to explain performance and decision-making in technology-mediated environments (Kirschner, Ayres, and Chandler 2011).”
Schnaubert, L., & Schneider, S. (2022) · Frontiers in Education · doi:10.3389/feduc.2021.648319 · Cited by 14 · see citing works
“As the assessment (and structure) of cognitive load is subject to an ongoing debate (see for example Kirschner et al., 2011), a combination of multiple measures may prove useful, and while objective measures may provide reliable information for instructional design and multimedia research (e.g.,…”
BackgroundQualitative Analysis of Animation versus Reading for Pre-Class Preparation in a "Flipped" Classroom.
Persky, A. M. (2015) · Journal on excellence in college teaching · Cited by 12 · see citing works
Development and Validation of a Cognitive Load Measure for General Educational Settings
Ober, T. M., Lu, Y., Blacklock, C., Liu, C., & Cheng, Y. (2023) · Journal of Psychoeducational Assessment · doi:10.1177/07342829231169171 · Cited by 11 · see citing works
“Until recently, self-report measures of cognitive load involved only a single-item (e.g., Cierniak et al., 2009a; Paas, 1992) and thus are difficult to psychometrically evaluate (Kirschner et al., 2011).”
BackgroundChen, S., Liu, X., Bakhir, N. M., & Yu, Y. (2024) · Education and Information Technologies · doi:10.1007/s10639-024-12567-5 · Cited by 11 · see citing works
“This system allocates cognitive resources to learning-friendly processes (Kirschner et al., 2011a, 2011b).”
Integrating Thematic Strategy and Modularity Concept into Interactive Video-based Learning System
Chen, Y.-T., & Chen, L.-F. (2012) · Information Technology Journal · doi:10.3923/itj.2012.1103.1108 · Cited by 10 · see citing works
From movement to learning: Leveraging VR behavioral metrics to evaluate cognitive load and curiosity
Poupard, M., Larrue, F., Bertrand, M. M., Liguoro, D., Sauzeon, H., & Tricot, A. (2026) · International Journal of Human-Computer Studies · doi:10.1016/j.ijhcs.2026.103751 · Cited by 11 · see citing works
Use of Visualization Tools to Improve Financial Knowledge: An Experimental Approach
Kothakota, M. G., & Kiss, E. (2020) · Journal of Financial Counseling and Planning · doi:10.1891/jfcp-18-00070 · Cited by 9 · see citing works
Cognitive Load Optimization – a Statistical Evaluation for three STEM Disciplines
Stanislaw Paul, M. A. J. (2020) · IEEE International Conference on Teaching, Assessment, and Learning for Engineering · doi:10.1109/tale48869.2020.9368430 · Cited by 9 · see citing works
“Significantly, points made by Kirschner et al, include: the field of cognition and learning continues to lack from evidence based theory driven research; problems associated with optimizing cognitive load; performance test results that do not correlate with the subjective measures and that “Since the early development…”
BackgroundCognitive load measurement during navigation and information retrieval in digital text
Ledneva, T., & Kovalev, A. I. (2021) · Procedia Computer Science · doi:10.1016/j.procs.2021.09.042 · Cited by 8 · see citing works
Liu, X., & Zhang, Y. (2024) · British Journal of Educational Psychology · doi:10.1111/bjep.12729 · Cited by 9 · see citing works
Howard, S. J., Burianová, H., Calleia, A. M., Fynes‐Clinton, S., Kervin, L. K., & Bokosmaty, S. (2017) · npj Science of Learning · doi:10.1038/s41539-017-0010-9 · Cited by 7 · see citing works
Learning and Open Educational Resources: A Psychological Perspective
Terras, M. M., Ramsay, J. E., & Boyle, E. A. (2013) · E-Learning and Digital Media · doi:10.2304/elea.2013.10.2.161 · Cited by 8 · see citing works
“Kirschner et al (2011) highlight the need for evidence-based, theory-driven research, the increased use of good experimental design (e.g. randomised design and controlled settings) and follow-up in the field of CLT and associated instructional techniques.”
BackgroundTheoretical Aspects of Multimodal Cognitive Load Measures
Chen, F., Zhou, J. J., Wang, Y., Yu, K., Arshad, S. Z., Khawaji, A., & Conway, D. (2016) · Human-computer interaction series · doi:10.1007/978-3-319-31700-7_3 · Cited by 8 · see citing works
du Boulay, B. (2020) · International Journal of Artificial Intelligence in Education · doi:10.1007/s40593-020-00198-z · Cited by 7 · see citing works
“…and testing of educational systems, thus involving HCI, ergonomics, cognitive processing and interaction principles to produce well-constructed systems that help learners achieve educational goals or help teachers manage those learners or indeed both (see e.g., Kirschner et al. 2011; Mayer 2014).”
BackgroundTRANSFERENCIA DE APRENDIZAJE Y COMPLEJIDAD DE TAREAS: “LA CARRETA DELANTE DE LOS BUEYES”
de Souza, C. B. A., Flores, E. P., & Castro-Neto, J. M. D. O. (2015) · DOAJ (DOAJ: Directory of Open Access Journals) · Cited by 7 · see citing works
Carga cognitiva y realidad mixta (aumentada y virtual)
Almenara, J. C., Cejudo, M. D. C. L., & Párraga, L. M. (2023) · Hachetetepé Revista científica de educación y comunicación · doi:10.25267/hachetetepe.2023.i27.2206 · Cited by 6 · see citing works
“…de recursos mentales que una persona pone en juego cuando realiza una tarea en un entorno específico” (2003, p. 64); o como señalaron en su momento Chandler et al. (2011): “la cantidad de esfuerzo mental que gasta una persona” (2010, p.102) o la relación entre la necesidad de capacidades…”
BackgroundConceptualization and Survey Instrument Development for Website Usability
Toraman, N., Pekpazar, A., & Gümüşsoy, Ç. A. (2023) · Informatics · doi:10.3390/informatics10030075 · Cited by 6 · see citing works
“Furthermore, the use of descriptive links rather than generic phrases improves users’ understanding of the link’s destination and increases their trust in the website [102–105].”
BackgroundPractitioner Inquiry with Early Program Teacher Candidates
Koomen, M. H. (2016) · Journal of Education and Training Studies · doi:10.11114/jets.v4i11.1915 · Cited by 5 · see citing works
Tongpaeng, Y., Sureephong, P., & Chernbumroong, S. (2019) · ECTI Transactions on Computer and Information Technology (ECTI-CIT) · doi:10.37936/ecti-cit.2019131.138615 · Cited by 5 · see citing works
Effective Assessment of Cognitive Load in Real-World Scenarios using Wrist-worn Sensor Data
Jaiswal, D., Chatterjee, D., Gavas, R. D., Ramakrishnan, R. K., & Pal, A. (2021) · Workshop on Body-Centric Computing Systems (BodySys) · doi:10.1145/3469260.3469666 · Cited by 5 · see citing works
“On the other hand, low CL is actually under utilization of our cognitive resources [17].”
BackgroundT-MOOC, cognitive load and performance: analysis of an experience
Almenara, J. C., Osuna, J. B., Castillo, J. J. G., & Palacios‐Rodríguez, A. (2023) · Revista Electrónica Interuniversitaria de Formación del Profesorado · doi:10.6018/reifop.542121 · Cited by 5 · see citing works
The lateralized flash-lag illusion: A psychophysical and pupillometry study
Suzuki, Y., Atmaca, S., & Laeng, B. (2023) · Brain and Cognition · doi:10.1016/j.bandc.2023.105956 · Cited by 4 · see citing works
Krieglstein, F., Beege, M., Wesenberg, L., Rey, G. D., & Schneider, S. (2024) · Educational Psychology Review · doi:10.1007/s10648-024-09980-0 · Cited by 7 · see citing works
“Within CLT research, the valid and reliable measurement of cognitive load is a major challenge (Kirschner et al., 2011).”
- Authors
- Kirschner, P. A., Ayres, P., & Chandler, P.
- Affiliations
- Open University of the Netherlands (NL)
- UNSW Sydney (AU)
- University of Wollongong (AU)
- Corresponding author
- Kirschner, Paul A.
- Venue
- Computers in Human Behavior
- Publisher
- Elsevier BV
- Published
- 2011-01
- Volume
- 27
- Issue
- 1
- Pages
- 99-105
- ISSN
- 0747-5632 (ISSN-L)
- OpenAlex
- W2160073399
- Cited by
- 144
- References
- 58
- Citations by year
- 2026: 10 · 2025: 6 · 2024: 8 · 2023: 15 · 2022: 11 · 2021: 13 · 2020: 12 · 2019: 12 · 2018: 2 · 2017: 11 · 2016: 9 · 2015: 7 · 2014: 11 · 2013: 6 · 2012: 5
- FWCI
- 7.10
- Type
- journal article
- Language
- en
- Open access
- green
- research.ou.nl
- Licence
- Locations
- Computers in Human Behavior (publishedVersion)
- DSpace (Open University in the Netherlands) (publishedVersion, cc-by-sa)
- DSpace (Open University in the Netherlands) (submittedVersion, cc-by-sa)
- DSpace (Open University in the Netherlands) (submittedVersion, other-oa)
- 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 › Education › Online and Blended Learning
- Keywords
- cognitive load theory, cognitive load assessment, learning and instruction, instructional design
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
