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Applying cognitive load theory to the design of Web-based instruction
13 references·0 citing·35 second hop
Applying cognitive load theory to the design of Web-based instruction (2002)Applying cognitive load theory to the des…When two sensory modes are better than one. (1997)When two sensory modes are be…The Role of Visual Indicators in Dual Sensory Mode Instruction (1997)The Role of Visual Indicators…Cognitive Load While Learning to Use a Computer Program (1996)Cognitive Load While Learning…The Non-Designer's Design Book (1995)The Non-Designer's Design BookCognitive load theory, learning difficulty, and instructional design (1994)Cognitive load theory, learni…Working Memory (1992)Working MemoryTHE SPLIT‐ATTENTION EFFECT AS A FACTOR IN THE DESIGN OF INSTRUCTION (1992)THE SPLIT‐ATTENTION EFFECT AS…Cognitive Load Theory and the Format of Instruction (1991)Cognitive Load Theory and the…Animations need narrations: An experimental test of a dual-coding hypothesis. (1991)Animations need narrations: A…Cognitive load theory as an aid for instructional design (1990)Cognitive load theory as an a…Cognitive load as a factor in the structuring of technical material. (1990)Cognitive load as a factor in…Cognitive Load During Problem Solving: Effects on Learning (1988)Cognitive Load During Problem…The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1956)The magical number seven, plu…Perception in chess (1973)Schema induction and analogical transfer (1983)Evidence for Cognitive Load Theory (1991)When problem solving is superior to studying worked examples. (2001)The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1994)Evolution of human cognitive architecture (2003)Integrating information: A meta-analysis of the spatial contiguity and temporal contiguity effects (2006)Explaining the split-attention effect: Is the reduction of extraneous cognitive load accompanied by an increase in germane cognitive load? (2009)Human Problem Solving (1972)Meta-analysis of the modality effect (2005)Visual representations in science education: The influence of prior knowledge and cognitive load theory on instructional design principles (2006)How We Think (1910)Toward a Theory of Situation Awareness in Dynamic Systems (1995)Cognitive Architecture and Instructional Design (1998)THE ACT OF DISCOVERY (2006)Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006)Mental Representations: A Dual Coding Approach (1986)Dual coding theory and education (1991)Aids to computer-based multimedia learning (2002)Animation as an Aid to Multimedia Learning (2002)The Knowledge‐Learning‐Instruction Framework: Bridging the Science‐Practice Chasm to Enhance Robust Student Learning (2012)Advances in Instructional Psychology (2019)EXPERIMENTAL PSYCHOLOGY (1940)A scaling method for priorities in hierarchical structures (1977)The theory of planned behavior (1991)Working Memory (1974)Individual differences in working memory and reading (1980)Phonological memory deficits in language disordered children: Is there a causal connection? (1990)Multimedia Learning (2002)Element Interactivity and Intrinsic, Extraneous, and Germane Cognitive Load (2010)Cognitive Architecture and Instructional Design: 20 Years Later (2019)The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes (2014)When learning is just a click away: Does simple user interaction foster deeper understanding of multimedia messages? (2001)A Reconsideration of Cognitive Load Theory (2007)Using Electroencephalography to Measure Cognitive Load (2010)
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References

  • 1956The magical number seven, plus or minus two: Some limits on our capacity for processing information.17,773 cited
  • 1988Cognitive Load During Problem Solving: Effects on Learning10,975 cited
  • 1992Working Memory5,253 cited
  • 1994Cognitive load theory, learning difficulty, and instructional design3,815 cited
  • 1991Cognitive Load Theory and the Format of Instruction2,894 cited
  • 1991Animations need narrations: An experimental test of a dual-coding hypothesis.883 cited
  • 1992THE SPLIT‐ATTENTION EFFECT AS A FACTOR IN THE DESIGN OF INSTRUCTION766 cited
  • 1990Cognitive load as a factor in the structuring of technical material.629 cited
  • 1997When two sensory modes are better than one.560 cited
  • 1996Cognitive Load While Learning to Use a Computer Program452 cited
  • 1997The Role of Visual Indicators in Dual Sensory Mode Instruction295 cited
  • 1995The Non-Designer's Design Book138 cited
  • 1990Cognitive load theory as an aid for instructional design103 cited

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