Goal Configurations and Processing Strategies as Moderators Between Instructional Design and Cognitive Load: Evidence From Hypertext-Based Instruction
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In this article, we propose some augmentations of cognitive load theory (CLT) inspired by evidence from hypertext-based instruction. In particular, we focus on the role of goal configurations and processing strategies as moderators between instructional design and cognitive load. First, we describe pivotal assumptions of CLT and conceptual shortcomings related to these assumptions. Second, we review evidence from our own hypertext-based research that gives reasons for integrating configurations of teacher goals, learner goals, as well as processing strategies into CLT. These augmentations of CLT are necessary to account for the rather weak relation between instructional design and pattern of cognitive load that shows up in the context of self-controlled learning. CLT, augmented with the notion of learner control, can now better serve as a theoretical foundation for the design of hypertext-based instruction.
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Germane processes can be considered to be extraneous depending on the learning goal.
“A further problem is that germane processes can be considered to be extraneous depending on the learning goal (see also, Schnotz and Ku ¨rschner 2007).”
From Cognitive load theory, educational research, and instructional design: some food for thought (2010) · cites this paper as Gerjets and Scheiter 2003
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Lange, C. H., & Costley, J. (2018) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12269 · Cited by 16 · see citing works
Cognitive and Linguistic Factors in Interactive Knowledge Construction
Verhoeven, L. T. W., & Graesser, A. C. (2008) · Discourse Processes · doi:10.1080/01638530802145353 · Cited by 16 · see citing works
The Learner Control Principle in Multimedia Learning
Scheiter, K. (2021) · Cambridge University Press eBooks · doi:10.1017/9781108894333.043 · Cited by 14 · see citing works
Self-citationTowards a Model of API Learning
Kelleher, C. L., & Ichinco, M. (2019) · IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC) · doi:10.1109/vlhcc.2019.8818850 · Cited by 15 · see citing works
Orrú, G., Gobbo, F., O’Sullivan, D., & Longo, L. (2018) · International Conference on Computer Supported Education · doi:10.5220/0006790702920302 · Cited by 12 · see citing works
Effects of Multimedia Redundancy in History Learning among ‘Deep and Surface’ Students
Hii, S. C., & Fong, S. F. (2010) · Asian Social Science · doi:10.5539/ass.v6n6p119 · Cited by 12 · see citing works
Yao, Y. (2006) · Journal of International Crisis and Risk Communication Research · Cited by 12 · see citing works
The Effect of Reading Strategies and Prior Knowledge on Cognitive Load and Learning with Hypertext
Madrid, R. I., & Cañas, J. J. (2009) · The Ergonomics Open Journal · doi:10.2174/1875934300902010124 · Cited by 12 · see citing works
Opting Out as an Untapped Resource in Instructional Design: Review and Implications
Sidi, Y., & Ackerman, R. (2024) · Educational Psychology Review · doi:10.1007/s10648-024-09879-w · Cited by 12 · see citing works
Motivation and Multimedia Learning
Low, R. (2009) · IGI Global eBooks · doi:10.4018/978-1-60566-158-2.ch009 · Cited by 11 · see citing works
Motivation and Affect in Multimedia Learning
Schrader, C., Kalyuga, S., & Plass, J. L. (2021) · Cambridge University Press eBooks · doi:10.1017/9781108894333.012 · Cited by 10 · see citing works
Nonlinear technology: Changing the conception of extrinsic motivation?
Moos, D. C. (2010) · Computers & Education · doi:10.1016/j.compedu.2010.07.006 · Cited by 10 · see citing works
Teachers who initiate curriculum innovations : motivations and benefits
Emo, W. (2010) · UPT. Syiah Kuala University Library (Syiah Kuala University) · Cited by 10 · see citing works
Shen, C.-Y., & Chu, H.-P. (2014) · Lecture notes in computer science · doi:10.1007/978-3-319-07308-8_55 · Cited by 9 · see citing works
Gerjets, P. H. (2017) · Springer eBooks · doi:10.1007/978-3-319-49077-9_4 · Cited by 9 · see citing works
Self-citation
- Authors
- Gerjets, P., & Scheiter, K.
- Affiliations
- University of Tübingen (DE)
- Venue
- Educational Psychologist
- Publisher
- Informa UK Limited
- Published
- 2003-01-01
- Volume
- 38
- Issue
- 1
- Pages
- 33-41
- ISSN
- 0046-1520 (ISSN-L)
- 1532-6985
- OpenAlex
- W2136090849
- Semantic Scholar
- 0089694818a9ae706da8d7689286251692b371fb
- Cited by
- 176
- References
- 40
- Citations by year
- 2026: 4 · 2025: 1 · 2024: 3 · 2023: 5 · 2022: 8 · 2021: 6 · 2020: 5 · 2019: 8 · 2018: 8 · 2017: 9 · 2016: 1 · 2015: 9 · 2014: 6 · 2013: 8 · 2012: 7
- FWCI
- 10.52
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- Educational Psychologist (publishedVersion)
- HAL (publishedVersion, 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, processing strategies, instructional design, learner control, teacher goals, learner goals, moderators
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.
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