Cognitive load theory uses our knowledge of how people learn, think and solve problems to design instruction. In turn, instructional design is the central activity of classroom teachers, of curriculum designers, and of publishers of textbooks and educational materials, including digital information. Characteristically, the theory is used to generate hypotheses that are tested using randomized controlled trials. Cognitive load theory rests on a base of hundreds of randomized controlled trials testing many thousands of primary and secondary school children as well as adults. That research has been conducted by many research groups from around the world and has resulted in a wide range of novel instructional procedures that have been tested for effectiveness. Advances in Cognitive Load Theory, in describing current research, continues in this tradition. Exploring a wide range of instructional issues dealt with by the theory, it covers all general curriculum areas critical to educational and training institutions and outlines recent extensions to other psycho-educational constructs including motivation and engagement. With contributions from the leading figures from around the world, this book provides a one-stop-shop for the latest in cognitive load theory research and guidelines for how the findings can be applied in practice.

Cognitive load theory (CLT) is one of the most important theories in educational psychology, a highly effective guide for the design of multimedia and other learning materials. This edited volume brings together the most prolific researchers from around the world who study various aspects of cognitive load to discuss its current theoretical as well as practical issues. The book is divided into three parts. The first part describes the theoretical foundations and assumptions of CLT, the second discusses the empirical findings about the application of CLT to the design of learning environments, and the third part concludes the book with discussions and suggestions for new directions for future research. It aims to become the standard handbook in CLT for researchers and graduate students in psychology, education, and educational technology.

The book explores a cognitive load perspective on instructional guidance. Cognitive load theory is focused on instructional design implications and prescriptions that flow from human cognitive architecture, and it has become one of the leading theories of instructional design. According to this theoretical perspective, the purpose of instructional guidance is to reduce learner potential cognitive overload by providing appropriate information in the right time and in a suitable format. As the learner’s level of prior knowledge is considered as the main factor influencing this decision, the effect of learner prior knowledge on effectiveness of instructional methods (the expertise reversal effect in cognitive load theory) provides the basic framework for the book. The fully-guided direct instruction and minimally-guided inquiry (discovery or exploratory) learning are often discussed in instructional psychology literature as examples of approaches with opposed degrees of guidance provided to the learners. This book considers the whole range of the levels of guidance (including intermediate levels) and approaches the problem of balancing learner guidance from a cognitive load perspective. The significance of this approach is in applying our current knowledge of human cognitive architecture to develop an integrated instructional approach bringing together the best features and advantages of direct instruction and inquiry learning. Both direct instruction and inquiry learning approaches have been around for long time, and their proponents can produce evidence of their effectiveness. This evidence needs to be treated within the context of appropriate learning goals in specific instructional settings for specific types of learners. This book provides an unbiased theoretical framework for managing learner instructional guidance and working principles for selecting appropriate levels and methods of instructional guidance (e.g., sequences of exploratory problems and explicit instruction; forms and levels of embedded guidance; and adapting methodologies) optimal for learners at different levels of prior knowledge.

What is it that enables students to learn from some classroom activities, yet leaves them totally confused by others? Although we can't see directly into students' minds, we do have Cognitive Load Theory, and this is the next best thing. Built on the foundation of all learning, the human memory system, Cognitive Load Theory details the exact actions that teachers can take to maximise student outcomes.Written under the guidance, and thoroughly reviewed by the originator of CLT, John Sweller, this practical guide summarises over 30 years of research in this field into clear and easily understandable terms. This book features both a thorough discussion of the core principles of CLT and a wide array of classroom-ready strategies to apply it to art, music, history, chemistry, PE, mathematics, computer science, economics, biology, and more.

"In psychology, cognitive load refers to the used amount of working memory resources. This book contains four chapters that each provide a unique perspective on the theory of cognitive load. Chapter One describes the use of multi-media software packages in an educational context and the impact of multi-modal teaching methods on cognitive load. Chapter Two presents the results of a study that sought to determine whether the inverse method is better than the balance method for learning to solve linear equations with a negative pronumeral within the framework of cognitive load theory. Chapter Three discusses how teaching writing skills could benefit from considering cognitive load effects and techniques with clear cognitive load implications when designing pedagogical practices. Chapter Four introduces human cognitive architecture as the basis of cognitive load theory and summarizes the cognitive load effects that apply in teaching mathematics"--

This book presents the latest theoretical and empirical advances in cognitive translation studies. It involves the modes of written translation, interpreting, sight translation, and computer-aided translation. In separate chapters, this book proposes a new analytical framework for studying keylogged translation processes, a framework that reconciles a sociological and a psychological approach for studying expertise in translation, and a pedagogical model of translation competence. It expands the investigation of cognitive processes by considering the role of emotional factors, reviews, and develops the effort models of interpreting as a didactic construct. The empirical studies in this book revolve around cognitive load and effort; they explore the influences of text factors (e.g., metaphors, complex lexical items, directionality) while taking into account translator factors and evaluate the user experience of computer-aided translation tools.

Offers an analysis of complexity in learning environments from a cognitive perspective. This book makes specific suggestions for educational practice on complexity. It discusses theoretical accounts and empirical findings about learning, the learner, and learning environments.

Efficiency in Learning offers a road map of the most effective ways to use the three fundamental communication of training: visuals, written text, and audio. Regardless of how you are delivering your training materials—in the classroom, in print, by synchronous or asynchronous media—the book’s methods are easily applied to your lesson presentations, handouts, reference guides, or e-learning screens. Designed to be a down-to-earth resource for all instructional professionals, Efficiency in Learning’s guidelines are clearly illustrated with real-world examples.

Research in multimedia and computer-based learning has entered a new phase with a focus on adapting instruction to characteristics of individual learners.

Cognitive Load Measurement and Application provides up-to-date research and theory on the functional role of cognitive load measurement and its application in multimedia and visual learning. Grounded in a sound theoretical framework, this edited volume introduces methodologies and strategies that effect high-quality cognitive load measurement in learning. Case studies are provided to aid readers in comprehension and application within various learning situations, and the book concludes with a review of the possible future directions of the discipline.