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Educational Technology Research and Development

2005 Volume 53, Number 3

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Table of Contents

Number of articles: 8

  1. The Impact of Sequencing and Prior Knowledge on Learning Mathematics through Spreadsheet Applications

    Tracey Clarke, Paul Ayres & John Sweller

    According to cognitive load theory, instruction needs to be designed in a manner that facilitates the acquisition of knowledge in long-term memory while reducing unnecessary demands on working... More

    pp. 15-24

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  2. A Motivational Perspective on the Relation Between Mental Effort and Performance: Optimizing Learner Involvement in Instruction

    Fred Paas, Juhani E. Tuovinen, Jeroen J. G. van Merrienboer & A Aubteen Darabi

    Motivation can be identified as a dimension that determines learning success and causes the high dropout rate among online learners, especially in complex e-learning environments. It is argued that... More

    pp. 25-34

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  3. Cognitive Load and Learning Effects of Having Students Organize Pictures and Words in Multimedia Environments: The Role of Student Interactivity and Feedback

    Roxana Moreno & Alfred Valdez

    The cognitive load and learning effects of dual-code and interactivity--two multimedia methods intended to promote meaningful learning--were examined. In Experiment 1, college students learned... More

    pp. 35-46

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  4. Enabling, Facilitating, and Inhibiting Effects of Animations in Multimedia Learning: Why Reduction of Cognitive Load Can Have Negative Results on Learning

    Wolfgang Schnotz & Thorsten Rasch

    New technologies allow the display of text, static visuals, and animations. Although animations are inherently attractive, they are not always beneficial for learning. Problems may arise especially... More

    pp. 47-58

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  5. The Function of Annotations in the Comprehension of Scientific Texts: Cognitive Load Effects and the Impact of Verbal Ability

    Erik Wallen, Jan L. Plass & Roland Brunken

    Students participated in a study (n = 98) investigating the effectiveness of three types of annotations on three learning outcome measures. The annotations were designed to support the cognitive... More

    pp. 59-72

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  6. Instructional Design for Advanced Learners: Establishing Connections between the Theoretical Frameworks of Cognitive Load and Deliberate Practice

    Tamara van Gog, K Anders Ericsson, Remy M. J. P. Rikers & Fred Paas

    Cognitive load theory (CLT) has been successful in identifying instructional formats that are more effective and efficient than conventional problem solving in the initial, novice phase of skill... More

    pp. 73-82

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  7. Rapid Dynamic Assessment of Expertise to Improve the Efficiency of Adaptive Elearning

    Slava Kalyuga & John Sweller

    In this article we suggest a method of evaluating learner expertise based on assessment of the content of working memory and the extent to which cognitive load has been reduced by knowledge... More

    pp. 83-93

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  8. Research on Cognitive Load Theory: Application to E-Learning

    Gary R. Morrison & Gary J. Anglin

    The purpose of this article is to review and critique each of the research studies published in this special issue. We will critique each article, derive one or more instructional design heuristics... More

    pp. 94-104

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