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Goal Configurations and Processing Strategies as Moderators Between Instructional Design and Cognitive Load: Evidence From Hypertext-Based Instruction

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Gerjets, Peter, Scheiter, Katharina·2003·Educational Psychologist

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Abstract

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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Authors: Gerjets, P., & Scheiter, K.
Affiliations: University of Tübingen (DE)
ORCID: Gerjets, Peter
Scheiter, Katharina
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
DOI: 10.1207/s15326985ep3801_5
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

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Goal Configurations and Processing Strategies as Moderators Between Instructional Design and Cognitive Load: Evidence From Hypertext-Based Instruction

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