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Enhancing Instructional Efficiency of Interactive E-Learning Environments: A Cognitive Load Perspective
ARTICLE

Educational Psychology Review Volume 19, Number 3, ISSN 1040-726X

Abstract

This concluding paper summarizes the main points and recommendations of the previous papers in this Special issue within a conceptual framework of cognitive load theory. Design of efficient interactive learning environments should take into account main features and limitations of our cognitive architecture. The paper provides a brief overview of this architecture and sources of cognitive load, considers their instructional implications for interactive e-learning environments, and analyzes methods for managing cognitive load and enhancing instructional efficiency of such environments.

Citation

Kalyuga, S. (2007). Enhancing Instructional Efficiency of Interactive E-Learning Environments: A Cognitive Load Perspective. Educational Psychology Review, 19(3), 387-399. Retrieved November 29, 2020 from .

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