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Cognitive Load Theory as a Tool for Expertise Development

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Abstract

This special issue is dedicated to recentdevelopments within cognitive load theory (CLT)and identifies some instructional implicationsof the interaction between informationstructures and cognitive architecture. Thepresent article discusses the different studiesin this special issue. An important conclusionis that recent CLT research recognizes thelearners' level of expertise as an importantfactor mediating the relation between cognitivearchitecture, information structures, andlearning outcomes. In this context, we discussthe role of expertise in CLT research and therole of CLT in expertise research. Based onthis discussion, the use of CLT as a tool todevelop expertise is identified as a verypromising approach.

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Authors and Affiliations

  1. Department of Psychology, Erasmus University Rotterdam/Woudestein, 3000 DR, Rotterdam, The Netherlands

    Remy M.J.P. Rikers & Henk G. Schmidt

  2. Department of Psychology, Maastricht University, 6200 MD, Maastricht, The Netherlands

    Pascal W.M. Van Gerven

Authors
  1. Remy M.J.P. Rikers
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  2. Pascal W.M. Van Gerven
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  3. Henk G. Schmidt
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Correspondence to Remy M.J.P. Rikers.

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Rikers, R.M., Van Gerven, P.W. & Schmidt, H.G. Cognitive Load Theory as a Tool for Expertise Development. Instructional Science 32, 173–182 (2004). https://doi.org/10.1023/B:TRUC.0000021807.49315.31

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