State of the art research into Cognitive Load Theory

摘要

This special issue contains a selected set of 15 papers that were based on presentations made during the First International Conference on Cognitive Load Theory, at the University of New South Wales (Sydney, Australia) in 2007. The contributions presented here cover a variety of areas, and together provide a good overview of new research on established topics, as well as some interesting innovative directions inspired by Cognitive Load Theory (CLT: Sweller, 1988; Sweller, Van Merrieenboer, & Paas, 1998; Van Merrienboer & Sweller, 2005). Together, the papers comprise seven themes: learning from worked examples; learning by adding diagrams to text; self-regulation and learner control; group learning; measuring cognitive load and cognitive processes; learning from dynamic visualizations; and, learning in hypermedia environments and the impact of prior knowledge.