advanced instructional design research
Category=JNC
Category=JND
CLT
CLT Perspective
Cognitive Load
Cognitive Load Measurement
Cognitive Load Perspective
Cognitive Load Research
Cognitive Skill Acquisition
Dual Channel Assumption
Dual Task Approach
educational psychology
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expertise development
Extraneous Cognitive Load
Extraneous Load
Germane Cognitive Load
Germane Load
Goal Configuration
High Element Interactivity
High Extraneous Cognitive Load
instructional strategies
Intrinsic Cognitive Load
Knowledge Acquisition
learning sciences
mental workload assessment
multimedia instructional methods
Multimedia Learning
Part-task Practice
Recurrent Task Aspects
Specific Instructional Design
Split Attention Effect
Van Gerven
Working Memory
Product details
- ISBN 9781138175662
- Weight: 400g
- Dimensions: 210 x 280mm
- Publication Date: 14 Dec 2016
- Publisher: Taylor & Francis Ltd
- Publication City/Country: GB
- Product Form: Hardback
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The papers of this special issue demonstrate that cognitive load theory provides the framework for investigations into cognitive processes and instructional design. The genesis of Cognitive Load Theory emerged from an international symposium organized at the bi-annual conference of the European Association for Research on Learning and Instruction in 2001 in Fribourg, Switzerland. Most of the papers are based on contributions to that symposium and discuss the most recent work carried out within the cognitive load framework. As a whole, this issue is demonstrating that cognitive load theory is continuing its role of using cognitive psychology principles to generate novel instructional design procedures.
