Cognitive Load Theory: Advances in Research on Worked Examples, Animations, and Cognitive Load Measurement
The contributions to this special issue document some recent advances of cognitive load theory, and are based on contributions to the Third International Cognitive Load Theory Conference (2009), Heerlen, The Netherlands. The contributions focus on developments in example-based learning, amongst others on the effects of integrating worked examples in cognitive tutoring systems; specify the effects of transience on cognitive load and why segmentation may help counteract these effects in terms of the role of time in working memory load; and discuss the possibilities offered by electroencephalography (EEG) to provide a continuous and objective measure of cognitive load. This article provides a short introduction to the contributions in this issue.
|Keywords||Animations, Cognitive load measurement, Cognitive load theory, Worked examples|
|Persistent URL||dx.doi.org/10.1007/s10648-010-9145-4, hdl.handle.net/1765/21321|
|Journal||Educational Psychology Review|
|Note||Article in press - dd November 2010|
van Gog, T.A.J.M, Paas, G.W.C, & Sweller, J. (2010). Cognitive Load Theory: Advances in Research on Worked Examples, Animations, and Cognitive Load Measurement. Educational Psychology Review (Vol. 22, pp. 375–378). doi:10.1007/s10648-010-9145-4