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Altering Element Interactivity and Intrinsic Cognitive load
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Altering Element Interactivity and Intrinsic Cognitive load (2011)Altering Element Interactivity and Intrin…Advances in the Psychology of Human Intelligence (2014)Advances in the Psychology of…Handbook of Research on Educational Communications and Technology (2013)Handbook of Research on Educa…Ten Steps to Complex Learning: A Systematic Approach to Four-Component Instructional Design (2007)Ten Steps to Complex Learning…Efficiency in learning: Evidence-based guidelines to manage cognitive load (2006)Efficiency in learning: Evide…Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions (2005)Cognitive Load Theory and Com…Taking the Load Off a Learner's Mind: Instructional Design for Complex Learning (2003)Taking the Load Off a Learner…Structuring the Transition From Example Study to Problem Solving in Cognitive Skill Acquisition: A Cognitive Load Perspective (2003)Structuring the Transition Fr…Blueprints for complex learning: The 4C/ID-model (2002)Blueprints for complex learni…Assimilating complex information (2002)Assimilating complex informat…Cognitive Architecture and Instructional Design (1998)Cognitive Architecture and In…Variability of worked examples and transfer of geometrical problem-solving skills: A cognitive-load approach. (1994)Variability of worked example…Eliciting self-explanations improves understanding, (1994)Eliciting self-explanations i…Self‐Explanations: How Students Study and Use Examples in Learning to Solve Problems (1989)Self‐Explanations: How Studen…Self-explanations: How students study and use examples in learning to solve problems (1989)Self-explanations: How studen…Advances in the psychology of human intelligence (1983)Advances in the psychology of…Expertise in Problem Solving. (1981)Expertise in Problem Solving.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)Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006)Focus on Formative Feedback (2008)Cognitive Load Theory (2011)Cognitive Load Theory and the Format of Instruction (1991)Cognitive Load Theory: Instructional Implications of the Interaction between Information Structures and Cognitive Architecture (2004)Cognitive load theory, educational research, and instructional design: some food for thought (2009)Development of an instrument for measuring different types of cognitive load (2013)The role of theories in conceptual coherence. (1985)Problem-Based Learning: What and How Do Students Learn? (2004)The Nature of Expertise (2014)Advances in Instructional Psychology (2019)Cognitive Architecture and Instructional Design: 20 Years Later (2019)Implications for educational practice of the science of learning and development (2019)Principles of Instructional Design (1974)Nine Ways to Reduce Cognitive Load in Multimedia Learning (2003)Cognitive load theory in health professional education: design principles and strategies (2009)ON QUALITATIVE DIFFERENCES IN LEARNING: I—OUTCOME AND PROCESS* (1976)Quantifying Qualitative Analyses of Verbal Data: A Practical Guide (1997)Where's the evidence that active learning works? (2006)Metacognition, Motivation, and Understanding (2026)Education and thinking: The role of knowledge. (1984)In Pursuit of the Expert Pedagogue (1986)Direct Measurement of Cognitive Load in Multimedia Learning (2003)The Raven's Progressive Matrices: Change and Stability over Culture and Time (2000)Effects of problem-based learning: a meta-analysis (2003)Executive Attention, Working Memory Capacity, and a Two-Factor Theory of Cognitive Control (2003)Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future research (2006)e-Learning, online learning, and distance learning environments: Are they the same? (2010)Phases of inquiry-based learning: Definitions and the inquiry cycle (2015)Creativity syndrome: Integration, application, and innovation. (1988)Reasoning ability is (little more than) working-memory capacity?! (1990)The processing-speed theory of adult age differences in cognition. (1996)
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References

  • 1998Cognitive Architecture and Instructional Design6,017 cited
  • 2013Handbook of Research on Educational Communications and Technology2,732 cited
  • 1989Self-explanations: How students study and use examples in learning to solve problems2,286 cited
  • 2005Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions2,204 cited
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  • 1981Expertise in Problem Solving.1,414 cited
  • 1994Variability of worked examples and transfer of geometrical problem-solving skills: A cognitive-load approach.1,198 cited
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  • 2006Efficiency in learning: Evidence-based guidelines to manage cognitive load819 cited
  • 2002Blueprints for complex learning: The 4C/ID-model708 cited
  • 2002Assimilating complex information692 cited
  • 2007Ten Steps to Complex Learning: A Systematic Approach to Four-Component Instructional Design

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579 cited
  • 2003Structuring the Transition From Example Study to Problem Solving in Cognitive Skill Acquisition: A Cognitive Load Perspective540 cited
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