When two sensory modes are better than one.

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 · see citing works

REMEMBERING: A STUDY IN EXPERIMENTAL AND SOCIAL PSYCHOLOGY

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Controlled and automatic human information processing: I. Detection, search, and attention.

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Perception in chess

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Cognitive load theory, learning difficulty, and instructional design

Sweller, J. (1994) · Learning and Instruction · doi:10.1016/0959-4752(94)90003-5 · Cited by 3,801 · see citing works

Schema induction and analogical transfer

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Cognitive Load Theory and the Format of Instruction

Chandler, P., & Sweller, J. (1991) · Cognition and Instruction · doi:10.1207/s1532690xci0804_2 · Cited by 2,894 · see citing works

Training strategies for attaining transfer of problem-solving skill in statistics: A cognitive-load approach.

Paas, F. G. W. C. (1992) · Journal of Educational Psychology · doi:10.1037/0022-0663.84.4.429 · Cited by 2,150 · see citing works

Variability of worked examples and transfer of geometrical problem-solving skills: A cognitive-load approach.

Paas, F. G. W. C., & Van Merriënboer, J. J. G. (1994) · Journal of Educational Psychology · doi:10.1037/0022-0663.86.1.122 · Cited by 1,198 · see citing works

The instructive animation: Helping students build connections between words and pictures in multimedia learning.

Mayer, R. E., & Anderson, R. B. (1992) · Journal of Educational Psychology · doi:10.1037/0022-0663.84.4.444 · Cited by 1,000 · see citing works

Animations need narrations: an experimental test of a dual-coding hypothesis.

Mayer, R. E., & Anderson, R. B. (1991) · Journal of Educational Psychology · doi:10.1037/0022-0663.83.4.484 · Cited by 883 · 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 · see citing works

Evidence for Cognitive Load Theory

Sweller, J., & Chandler, P. (1991) · Cognition and Instruction · doi:10.1207/s1532690xci0804_5 · Cited by 543 · see citing works

The use of schemata in the acquisition and transfer of knowledge

Thorndyke, P. W., & Hayes-Roth, B. (1979) · Cognitive Psychology · doi:10.1016/0010-0285(79)90005-7 · Cited by 268 · see citing works

Multimedia Learning

Mayer, R. (2020) · doi:10.1017/9781316941355 · Cited by 7,777 · see citing works

Cognitive 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 · 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 · see citing works

Element Interactivity and Intrinsic, Extraneous, and Germane Cognitive Load

Sweller, J. (2010) · Educational Psychology Review · doi:10.1007/s10648-010-9128-5 · Cited by 2,020 · see citing works

The Expertise Reversal Effect

Kalyuga, S., Ayres, P., Chandler, P., & Sweller, J. (2003) · Educational Psychologist · doi:10.1207/s15326985ep3801_4 · Cited by 1,927 · see citing works

DeFT: A conceptual framework for considering learning with multiple representations

Ainsworth, S. (2006) · Learning and Instruction · doi:10.1016/j.learninstruc.2006.03.001 · Cited by 1,673 · see citing works

Digital game-based learning: Towards an experiential gaming model

Kiili, K. (2005) · The Internet and Higher Education · doi:10.1016/j.iheduc.2004.12.001 · Cited by 1,457 · see citing works

Cognitive load theory, educational research, and instructional design: some food for thought

de Jong, T. (2010) · Instructional Science · doi:10.1007/s11251-009-9110-0 · Cited by 1,180 · see citing works

Expertise 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

Cognitive constraints on multimedia learning: When presenting more material results in less understanding.

Mayer, R. E., Heiser, J., & Lonn, S. (2001) · Journal of Educational Psychology · doi:10.1037/0022-0663.93.1.187 · Cited by 1,029 · see citing works

Cognitive load theory and educational technology

Sweller, J. (2020) · Educational Technology Research and Development · doi:10.1007/s11423-019-09701-3 · Cited by 911 · see citing works

Direct Measurement of Cognitive Load in Multimedia Learning

Brunken, R., Plass, J. L., & Leutner, D. (2003) · Educational Psychologist · doi:10.1207/s15326985ep3801_7 · Cited by 896 · see citing works

When learning is just a click away: Does simple user interaction foster deeper understanding of multimedia messages?

Mayer, R. E., & Chandler, P. (2001) · Journal of Educational Psychology · doi:10.1037/0022-0663.93.2.390 · Cited by 762 · see citing works

Meta-analysis of the modality effect

Ginns, P. (2005) · Learning and Instruction · doi:10.1016/j.learninstruc.2005.07.001 · Cited by 547 · see citing works

Evolution of human cognitive architecture

Sweller, J. (2003) · Psychology of Learning and Motivation · doi:10.1016/s0079-7421(03)01015-6 · Cited by 511 · see citing works

An Evolutionary Upgrade of Cognitive Load Theory: Using the Human Motor System and Collaboration to Support the Learning of Complex Cognitive Tasks

Paas, F., & Sweller, J. (2012) · Educational Psychology Review · doi:10.1007/s10648-011-9179-2 · Cited by 502 · see citing works

Multimedia instructions and cognitive load theory: Effects of modality and cueing

Tabbers, H. K., Martens, R. L., & Van Merriënboer, J. J. G. (2004) · British Journal of Educational Psychology · doi:10.1348/000709904322848824 · Cited by 478 · see citing works

Instructional Efficiency: Revisiting the Original Construct in Educational Research

van Gog, T., & Paas, F. (2008) · Educational Psychologist · doi:10.1080/00461520701756248 · Cited by 473 · see citing works

Instructional Design Consequences of an Analogy between Evolution by Natural Selection and Human Cognitive Architecture

Sweller, J. (2004) · Instructional Science · doi:10.1023/b:truc.0000021808.72598.4d · Cited by 470 · see citing works

The Roles of Mental Animations and External Animations in Understanding Mechanical Systems

Hegarty, M., Kriz, S., & Cate, C. (2003) · Cognition and Instruction · doi:10.1207/s1532690xci2104_1 · Cited by 404 · see citing works

Integrating information: A meta-analysis of the spatial contiguity and temporal contiguity effects

Ginns, P. (2006) · Learning and Instruction · doi:10.1016/j.learninstruc.2006.10.001 · Cited by 403 · see citing works

Does the modality principle hold for different media? A test of the method‐affects‐learning hypothesis

Moreno, R. (2006) · Journal of Computer Assisted Learning · doi:10.1111/j.1365-2729.2006.00170.x · Cited by 395 · see citing works

Cognitive load theory, modality of presentation and the transient information effect

Leahy, W., & Sweller, J. (2011) · Applied Cognitive Psychology · doi:10.1002/acp.1787 · Cited by 344 · see citing works

The evolution of cognitive load theory and its application to medical education

Leppink, J., & Van den Heuvel, A. (2015) · Perspectives on Medical Education · doi:10.1007/s40037-015-0192-x · Cited by 299 · see citing works

When do we interact multimodally?: cognitive load and multimodal communication patterns

Oviatt, S., Coulston, R., & Lunsford, R. (2004) · Proceedings of the 6th international conference on Multimodal interfaces · doi:10.1145/1027933.1027957 · Cited by 285 · see citing works

Assessment of cognitive load in multimedia learning with dual-task methodology: auditory load and modality effects.

Brünken, R., Plass, J. L., & Leutner, D. (2004) · Instructional Science · doi:10.1023/b:truc.0000021812.96911.c5 · Cited by 277 · see citing works

Understanding instructions.

Marcus, N., Cooper, M., & Sweller, J. (1996) · Journal of Educational Psychology · doi:10.1037/0022-0663.88.1.49 · Cited by 244 · see citing works

Cognitive load theory and aging: effects of worked examples on training efficiency

Van Gerven, P. W. M., Paas, F. G. W. C., Van Merriënboer, J. J. G., & Schmidt, H. G. (2002) · Learning and Instruction · doi:10.1016/s0959-4752(01)00017-2 · Cited by 205 · see citing works

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

Chen, O., Kalyuga, S., & Sweller, J. (2017) · Educational Psychology Review · doi:10.1007/s10648-016-9359-1 · Cited by 200 · see citing works

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

Chen, O., Kalyuga, S., & Sweller, J. (2015) · Journal of Educational Psychology · doi:10.1037/edu0000018 · Cited by 167 · see citing works

Contemporary cognitive load theory research: The good, the bad and the ugly

Kirschner, P. A., Ayres, P., & Chandler, P. (2011) · Computers in Human Behavior · doi:10.1016/j.chb.2010.06.025 · Cited by 144 · see citing works

Does the modality principle for multimedia learning apply to science classrooms?

Harskamp, E. G., Mayer, R. E., & Suhre, C. (2007) · Learning and Instruction · doi:10.1016/j.learninstruc.2007.09.010 · Cited by 145 · see citing works

Exploring Multidimensional Approaches to the Efficiency of Instructional Conditions

Tuovinen, J. E., & Paas, F. (2004) · Instructional Science · doi:10.1023/b:truc.0000021813.24669.62 · Cited by 134 · see citing works

Memory characteristics and modality in multimedia learning: An aptitude–treatment–interaction study

Seufert, T., Schütze, M., & Brünken, R. (2009) · Learning and Instruction · doi:10.1016/j.learninstruc.2008.01.002 · Cited by 102 · see citing works

Instructional benefits of spoken words: A review of cognitive load factors

Kalyuga, S. (2012) · Educational Research Review · doi:10.1016/j.edurev.2011.12.002 · Cited by 93 · see citing works

Cognitive load theory and the acquisition of complex cognitive skills in the elderly: towards an integrative framework

W. M. Van Gerven, F. G. W. C. P. (2000) · Educational Gerontology · doi:10.1080/03601270050133874 · Cited by 81 · see citing works

An examination of the effects of argument mapping on students’ memory and comprehension performance

Dwyer, C. P., Hogan, M. J., & Stewart, I. (2013) · Thinking Skills and Creativity · doi:10.1016/j.tsc.2012.12.002 · Cited by 35 · see citing works

Accessibility of audio and tactile interfaces for young blind people performing everyday tasks

Shimomura, Y., Hvannberg, E. T., & Hafsteinsson, H. (2010) · Universal Access in the Information Society · doi:10.1007/s10209-009-0183-y · Cited by 28 · see citing works

Computing Education Research Today

Fincher, S. A., Tenenberg, J., Dorn, B., Hundhausen, C., McCartney, R., & Murphy, L. (2019) · The Cambridge Handbook of Computing Education Research · doi:10.1017/9781108654555.003 · Cited by 7 · see citing works