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Cited by 862

The DOI matches its Crossref record; 25 of the 25 references it cites were found in a registry or an index.

Implications of Cognitive Load Theory for Multimedia Learning

Paas, Fred, Sweller, John·2014·The Cambridge Handbook of Multimedia Learning
DOI 10.1017/cbo9781139547369.004
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Abstract

Human cognitive architecture indicates the manner in which cognitive structures and processes are organized. In turn, that architecture can be used to hypothesize the relative effectiveness of alternative instructional designs. Over several decades, cognitive load theory has simultaneously identified those aspects of human cognition relevant to instructional issues and tested the resultant hypotheses using randomized, controlled experiments. The cognitive architecture used by cognitive load theory has continually been developed and refined over this period. Currently, that architecture is based on evolutionary principles. This chapter outlines the cognitive architecture used by cognitive load theory and provides a general indicator of its relevance to instructional design issues associated with multimedia instruction.

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Show all 25 references

Research works printed but not linked: 14

  1. Jeffries, 1981, Cognitive skills and their acquisition, 255
  2. Geary, 2012, APA educational psychology handbook, 597
  3. Jablonka, 2005, Evolution in four dimensions: Genetic, epigenetic, behavioral, and symbolic variation in the history of life
  4. Sweller, 2003, The psychology of learning and motivation, 215
  5. Sweller, 2011, The psychology of learning and motivation: Cognition in education, 37
  6. 10.1207/s1532690xci1203_1 · DOI · Paper page
  7. 10.1177/147470490600400135 · DOI · Paper page
  8. 10.1207/S15326985EP3801_1 · DOI · Paper page
  9. Bandura, 1986, Social foundations of thought and action: A social cognitive theory
  10. de Groot, 1965, Thought and choice in chess
  11. Sweller, 2012, APA educational psychology handbook, 295
  12. Newell, 1972, Human problem solving
  13. Geary, 2007, Psychological perspectives on contemporary educational issues, 1
  14. 10.1207/s1532690xci0201_3 · DOI · Paper page

Cited by

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Metadata

Authors
Paas, F., & Sweller, J.
Venue
The Cambridge Handbook of Multimedia Learning
Publisher
Cambridge University Press
Published
2014-07-28
Pages
27-42
DOI
10.1017/cbo9781139547369.004
OpenAlex
W1575304580
Cited by
862
References
25
FWCI
171.84
Type
book chapter
Language
en
Open access
closed
Licence
www.cambridge.org/core/terms (unspecified, 8 d)

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Paas, F., & Sweller, J. (2014). Implications of Cognitive Load Theory for Multimedia Learning. The Cambridge Handbook of Multimedia Learning. https://doi.org/10.1017/cbo9781139547369.004

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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).

Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.