Cognitive Load Theory and Instructional Design: Recent Developments
Abstract
(2003). Cognitive Load Theory and Instructional Design: Recent Developments. Educational Psychologist: Vol. 38, No. 1, pp. 1-4.
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Intrinsic load cannot be changed by instructional treatments.
“The second premise concerning intrinsic cognitive load is that it cannot be changed by instructional treatments.”
From Cognitive load theory, educational research, and instructional design: some food for thought (2010) · cites this paper as Paas et al. 2003a
An important premise of cognitive load theory is that the different types of cognitive load can be added.
“An important premise of cognitive load theory is that the different types of cognitive load can be added.”
From Cognitive load theory, educational research, and instructional design: some food for thought (2010) · cites this paper as Paas et al. 2003a
Higher prior knowledge learners were able to allocate more cognitive resources to constructing and refining their schemas, a key factor in deep learning.
“These findings support the assumption that learners with higher prior knowledge were able to allocate more cognitive resources to constructing and refining their schemas, a key factor in deep learning (Paas et al., 2003).”
From Rethinking pre-training: cognitive load implications for learners with varying prior knowledge (2025) · cites this paper as Paas et al., 2003
Cognitive load theory suggests that the free exploration of a highly complex environment may generate a heavy working memory load that is detrimental to learning.
“cognitive load theory suggests that the free exploration of a highly complex environment may generate a heavy working memory load that is detrimental to learning.”
From Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006) · cites this paper as Paas, Renkl, & Sweller, 2003
Long-term memory has virtually unlimited capacity and can serve as added processing capacity through schemas.
“The second structure, long-term memory, is a knowledge base with a virtually unlimited capacity that can serve as added processing capacity by means of schemas, that is, cognitive structures in which separate elements are aggregated in one specialized element that can be processed by WM as a single element (Paas et al. 2003).”
From Interactivity in Video-based Models (2007) · cites this paper as Paas et al. 2003
Cognitive load theory emphasizes the limited cognitive capacity of the learner as an important determinant for effective use of instructional methods.
“CLT emphasizes the limited cognitive capacity of the learner as an important determinant for the effective use of instructional methods (Paas et al. 2003(Paas et al. , 2004;;Sweller et al. 1998;Van Merriënboer and Sweller 2005).”
From Interactivity in Video-based Models (2007) · cites this paper as Paas et al. 2003
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- Authors
- Paas, F., Renkl, A., & Sweller, J.
- Affiliations
- Open University of the Netherlands (NL)
- University of Freiburg (DE)
- UNSW Sydney (AU)
- Venue
- Educational Psychologist
- Publisher
- Informa UK Limited
- Published
- 2003-01-01
- Volume
- 38
- Issue
- 1
- Pages
- 1-4
- ISSN
- 0046-1520 (ISSN-L)
- 1532-6985
- OpenAlex
- W2046036800
- Cited by
- 3,041
- References
- 0
- Citations by year
- 2026: 397 · 2025: 264 · 2024: 185 · 2023: 167 · 2022: 142 · 2021: 173 · 2020: 151 · 2019: 204 · 2018: 130 · 2017: 114 · 2016: 117 · 2015: 112 · 2014: 117 · 2013: 135 · 2012: 102
- FWCI
- 52.15
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Educational Psychologist (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 Strategies and Epistemologies
- Keywords
- cognitive load theory, instructional design, working memory, instructional development
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