Educational Psychology Review

, Volume 19, Issue 3, pp 387–399

Enhancing Instructional Efficiency of Interactive E-learning Environments: A Cognitive Load Perspective

Commentary

DOI: 10.1007/s10648-007-9051-6

Cite this article as:
Kalyuga, S. Educ Psychol Rev (2007) 19: 387. doi:10.1007/s10648-007-9051-6

Abstract

This concluding paper summarizes the main points and recommendations of the previous papers in this Special issue within a conceptual framework of cognitive load theory. Design of efficient interactive learning environments should take into account main features and limitations of our cognitive architecture. The paper provides a brief overview of this architecture and sources of cognitive load, considers their instructional implications for interactive e-learning environments, and analyzes methods for managing cognitive load and enhancing instructional efficiency of such environments.

Keywords

Interactive learning Cognitive load Working memory 

Copyright information

© Springer Science+Business Media, LLC 2007

Authors and Affiliations

  1. 1.University of New South WalesSydneyAustralia

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