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Interactions between the isolated–interactive elements effect and levels of learner expertise: experimental evidence from an accountancy class
15 references·9 citing·33 second hop
Interactions between the isolated–interactive elements effect and levels of learner expertise: experimental evidence from an accountancy class (2009)Interactions between the isolated–interac…In Order to Learn (2007)In Order to LearnExpertise Reversal Effect and Its Implications for Learner-Tailored Instruction (2007)Expertise Reversal Effect and…Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006)Why Minimal Guidance During I…Encountering the expertise reversal effect with a computer-based environment on electrical circuit analysis (2006)Encountering the expertise re…Can learning from molar and modular worked examples be enhanced by providing instructional explanations and prompting self-explanations? (2006)Can learning from molar and m…The impact of sequencing and prior knowledge on learning mathematics through spreadsheet applications (2005)The impact of sequencing and …Measuring Knowledge to Optimize Cognitive Load Factors During Instruction. (2004)Measuring Knowledge to Optimi…Instructional Design Consequences of an Analogy between Evolution by Natural Selection and Human Cognitive Architecture (2004)Instructional Design Conseque…The Expertise Reversal Effect (2003)The Expertise Reversal EffectStructuring the Transition From Example Study to Problem Solving in Cognitive Skill Acquisition: A Cognitive Load Perspective (2003)Structuring the Transition Fr…Evolution of human cognitive architecture (2003)Evolution of human cognitive …Fostering understanding of multimedia messages through pre-training: Evidence for a two-stage theory of mental model construction. (2002)Fostering understanding of mu…Assimilating complex information (2002)Assimilating complex informat…Training Complex Cognitive Skills: A Four-Component Instructional Design Model for Technical Training (1997)Training Complex Cognitive Sk…Cognitive load theory, learning difficulty, and instructional design (1994)Cognitive load theory, learni…COVID-19 Disruptions in Health Professional Education: Use of Cognitive Load Theory on Students' Comprehension, Cognitive Load, Engagement, and Motivation (2021)COVID-19 Disruptions in Healt…How do instructional designers manage learners’ cognitive load? An examination of awareness and application of strategies (2019)How do instructional designer…Using cognitive load theory to structure computer‐based learning including MOOCs (2017)Using cognitive load theory t…Instructional strategies and students’ performance in accounting: an evaluation of those strategies and the role of gender (2017)Instructional strategies and …Benefits of guided self-management of attention on learning accounting. (2016)Benefits of guided self-manag…Using Cognitive Load Theory to Tailor Instruction to Levels of Accounting Students' Expertise. (2015)Using Cognitive Load Theory t…The Expertise Reversal Effect (2011)The Expertise Reversal EffectImpact of Structure of Early Practice on Student Performance in Transaction Analysis (2011)Impact of Structure of Early …Altering Element Interactivity and Intrinsic Cognitive load (2011)Altering Element Interactivit…The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1956)Cognitive Load During Problem Solving: Effects on Learning (1988)The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1994)Integrating information: A meta-analysis of the spatial contiguity and temporal contiguity effects (2006)Promoting Transfer: Effects of Self-Explanation and Direct Instruction (2006)Four Ways of Considering Emotion in Cognitive Load Theory (2019)Experiential Learning : Experience as the Source of Learning and Development (1983)Those Who Understand: Knowledge Growth in Teaching (1986)Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006) (2007)Cognitive Load Theory (2011)The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes (2014)Multimedia Learning (2002)Interactive Multimodal Learning Environments (2007)Cognitive load theory in health professional education: design principles and strategies (2009)Cognitive load theory, educational research, and instructional design: some food for thought (2009)Self-explanations: How students study and use examples in learning to solve problems (1989)Cognitive Architecture and Instructional Design (1998)Toward an Instructionally Oriented Theory of Example‐Based Learning (2013)Cognitive Load Theory: New Conceptualizations, Specifications, and Integrated Research Perspectives (2010)Cognitive Load Theory: Recent Theoretical Advances (2010)Visual representations in science education: The influence of prior knowledge and cognitive load theory on instructional design principles (2006)An integrated critical thinking framework for the 21st century (2014)Cognitive Load Theory: How Many Types of Load Does It Really Need? (2011)Expertise Differences in the Comprehension of Visualizations: a Meta-Analysis of Eye-Tracking Research in Professional Domains (2011)Cognitive Load Theory: Implications for medical education: AMEE Guide No. 86 (2014)Element Interactivity and Intrinsic, Extraneous, and Germane Cognitive Load (2010)Cognitive Architecture and Instructional Design: 20 Years Later (2019)Five Common but Questionable Principles of Multimedia Learning (2005)Impact of reducing intrinsic cognitive load on learning in a mathematical domain (2006)Principles for Managing Essential Processing in Multimedia Learning: Segmenting, Pre-training, and Modality Principles (2014)A five-dimensional framework for authentic assessment (2004)The process of problem‐based learning: what works and why (2011)From Cognitive Load Theory to Collaborative Cognitive Load Theory (2018)
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References

  • 2006Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching6,900 cited
  • 1994Cognitive load theory, learning difficulty, and instructional design3,815 cited
  • 2003The Expertise Reversal Effect1,925 cited
  • 2007Expertise Reversal Effect and Its Implications for Learner-Tailored Instruction1,055 cited
  • 2002Assimilating complex information692 cited
  • 1997Training Complex Cognitive Skills: A Four-Component Instructional Design Model for Technical Training661 cited
  • 2003Structuring the Transition From Example Study to Problem Solving in Cognitive Skill Acquisition: A Cognitive Load Perspective540 cited
  • 2003Evolution of human cognitive architecture511 cited
  • 2004Instructional Design Consequences of an Analogy between Evolution by Natural Selection and Human Cognitive Architecture470 cited
  • 2005The impact of sequencing and prior knowledge on learning mathematics through spreadsheet applications227 cited
  • 2004Measuring Knowledge to Optimize Cognitive Load Factors During Instruction.219 cited
  • 2002Fostering understanding of multimedia messages through pre-training: Evidence for a two-stage theory of mental model construction.214 cited
  • 2006Can learning from molar and modular worked examples be enhanced by providing instructional explanations and prompting self-explanations?178 cited

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  • 2006Encountering the expertise reversal effect with a computer-based environment on electrical circuit analysis138 cited
  • 2007In Order to Learn80 cited
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    • 2015Using Cognitive Load Theory to Tailor Instruction to Levels of Accounting Students' Expertise.48 cited
    • 2019How do instructional designers manage learners’ cognitive load? An examination of awareness and application of strategies44 cited
    • 2016Benefits of guided self-management of attention on learning accounting.42 cited
    • 2011Altering Element Interactivity and Intrinsic Cognitive load41 cited
    • 2011Impact of Structure of Early Practice on Student Performance in Transaction Analysis18 cited
    • 2017Instructional strategies and students’ performance in accounting: an evaluation of those strategies and the role of gender14 cited