As Cognitive Load Theory developed, it has been used to generate a large number of instructional effects by reducing element interactivity, primarily associated with extraneous cognitive load. This book provides a summary of theoretical developments over recent years and the empirical consequences of that development. Cognitive Load Theory
Sweller, Ayres and Kalyuga consolidated all of the research on Cognitive Load Theory (CLT) in this book. CLT states that because short-term memory is limited, learning experiences should be designed to reduce working memory ‘load’ in order to promote schema acquisition. Cognitive Load Theory
John Sweller devised Cognitive Load Theory. In this early paper on Cognitive Load Theory, he proposes that the main distinguishing factor between experts and novices in problem-solving is domain-specific knowledge and that conventional problem-solving skills are not effective in acquiring schemata. Cognitive Load Theory
