Skip to main content
SpringerLink
Log in

Research on cognitive load theory and its design implications for e-learning

  • Special Issue
  • Published:
Educational Technology Research and Development Aims and scope Submit manuscript

Abstract

This introduction to the special issue provides a context for the contributing articles. for readers who are not familiar with cognitive load theory (CLT), it provides a very brief description of assumptions regarding memory systems and learning processes, different types of cognitive load (intrinsic, extraneous, and germane), and design implications. Whereas traditional CLT research focused on instructional methods to decrease extraneous cognitive load that is not directly relevant for learning, contributions to this special issue represent wider perspectives that reflect new developments in CLT. These articles have been organized into three categories: (a) methods to decrease intrinsic cognitive load, and deal with high-element interactivity materials, (b) methods to increase germane cognitive load that is directly relevant for learning, and (c) methods to deal with differences in learner's individual levels of expertise and expertise development. To conclude, design implications for (adaptive) e-learning are discussed.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Kalyuga, S., Ayres, P., Chandler, P., & Sweller, J. (2003). The expertixe reversal effect.Educational Psychologist, 38, 23–31.

    Article  Google Scholar 

  • Kirschner, P. A. (Ed.). (2002). Cognitive load theory.Learning and Instruction,12(1), Whole Issue.

  • Mayer, R. E. (2001).Multimedia learning. New York: Cambridge University Press.

    Google Scholar 

  • Miller, G. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information.Psychological Review, 63, 81–97.

    Article  Google Scholar 

  • Paas, F., Renkl, A., & Sweller, J. (Eds.). (2003). Cognitive load theory.Educational Psychologist,38(1), Whole Issue.

  • Paas, F., Renkl, A., & Sweller, J. (Eds.). (2004). Cognitive load theory.Instructional Science,32(1–2), Whole Issue.

  • Penney, C. G. (1989). Modality effects and the structure of short term verbal memory. Memory and Cognition,17, 398–422.

    Google Scholar 

  • Sweller, J. (2004). Instructional design consequences of an analogy between evolution by natural selection and human cognitive architecture.Instructional Science, 32, 9–31.

    Article  Google Scholar 

  • Sweller, J., van Merriënboer, J. J. G., & Paas, F. (1998). Cognitive architecture and instructional design.Educational Psychology Review, 10, 251–296.

    Article  Google Scholar 

  • van Merriënboer, J. J. G., Kirschner, P. A., & Kester, L. (2003). Taking the load off a learner's mind: Instructional design for complex learning.Educational Psychologist, 38, 5–13.

    Article  Google Scholar 

  • van Merriënboer, J. J. G., & Sweller, J. (2005). Cognitive load theory and complex learning: Recent developments and future directions.Educational Psychology Review, 17(2), 147–177.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Educational Technology Expertise Center, Open University of The Netherlands, P.O. Box 2960, 6401 DL, Heerlen, The Netherlands

    Jeroen J. G. van Merriënboer

  2. School of Education at the University of New South Wales, Australia

    Paul Ayres

Authors
  1. Jeroen J. G. van Merriënboer
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Paul Ayres
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Jeroen J. G. van Merriënboer.

Rights and permissions

Reprints and permissions

About this article

Cite this article

van Merriënboer, J.J.G., Ayres, P. Research on cognitive load theory and its design implications for e-learning. ETR&D 53, 5–13 (2005). https://doi.org/10.1007/BF02504793

Download citation

  • Issue Date:

  • DOI: https://doi.org/10.1007/BF02504793

Keywords

Search

Navigation