Search results for author:"John Sweller"
Total records matched: 17 Search took: 0.103 secs
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Instructional Design Consequences of an Analogy between Evolution by Natural Selection and Human Cognitive Architecture
John Sweller
Instructional Science: An International Journal of the Learning Sciences Vol. 32, No. 1 (January 2004) pp. 9–31
Evolution by natural selection may be characterized as a system in which a large store of genetic information will persist indefinitely while it remains coordinated with its environment but will continuously produce small random variations that are...
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The worked example effect and human cognition
John Sweller
Learning and Instruction Vol. 16, No. 2 (April 2006) pp. 165–169
Language: English
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Should self-regulated learning be integrated with cognitive load theory? A commentary
John Sweller; Fred Paas
Learning and Instruction Vol. 51, No. 1 (October 2017) pp. 85–89
Research on either cognitive load theory or self-regulated learning usually proceeds without reference to the other theory. In this commentary, we have commented on the editorial introduction and the six papers included in this Special Issue...
Language: English
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Rapid Dynamic Assessment of Expertise to Improve the Efficiency of Adaptive Elearning
Slava Kalyuga; John Sweller
Educational Technology Research and Development Vol. 53, No. 3 (2005) pp. 83–93
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 retrieved from long-term memory. The method was tested in...
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The worked-example effect using ill-defined problems: Learning to recognise designers' styles
Arianne Rourke; John Sweller
Learning and Instruction Vol. 19, No. 2 (April 2009) pp. 185–199
This research uses cognitive load theory and theories of visual literacy to provide a theoretical underpinning for techniques to improve students' ability to recognise designers' styles in higher education. Using a lecture followed by tutorial...
Language: English
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Cognitive Load Theory and the Effects of Transient Information on the Modality Effect
Wayne Leahy; John Sweller
Instructional Science: An International Journal of the Learning Sciences Vol. 44, No. 1 (2016) pp. 107–123
Based on cognitive load theory and the "transient information effect," this paper investigated the "modality effect" while interpreting a contour map. The length and complexity of auditory and visual text instructions were...
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Redundancy in foreign language reading comprehension instruction: Concurrent written and spoken presentations
Yali Diao; John Sweller
Learning and Instruction Vol. 17, No. 1 pp. 78–88
In an example of the redundancy effect, learning is inhibited when written and spoken text containing the same information is presented simultaneously rather than in written or spoken form alone. The current research was designed to investigate...
Language: English
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Interactions between the Isolated-Interactive Elements Effect and Levels of Learner Expertise: Experimental Evidence from an Accountancy Class
Paul Blayney; Slava Kalyuga; John Sweller
Instructional Science: An International Journal of the Learning Sciences Vol. 38, No. 3 (May 2010) pp. 277–287
This study investigated interactions between the isolated-interactive elements effect and levels of learner expertise with first year undergraduate university accounting students. The isolated-interactive elements effect occurs when learning is...
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Text Editing in Chemistry Instruction
Bing Hiong Ngu; Renae Low; John Sweller
Instructional Science: An International Journal of the Learning Sciences Vol. 30, No. 5 (2002) pp. 379–402
Describes experiments with Australian high school students that investigated differences in performance on chemistry word problems between two learning strategies: text editing, and conventional problem solving. Concluded that text editing had no...
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Relations between the worked example and generation effects on immediate and delayed tests
Ouhao Chen; Slava Kalyuga; John Sweller
Learning and Instruction Vol. 45, No. 1 (October 2016) pp. 20–30
The contradiction between the worked example effect that occurs when learners presented with more instructional guidance learn more than learners presented with less guidance and the generation effect that occurs when the reverse result is obtained...
Language: English
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The Impact of Sequencing and Prior Knowledge on Learning Mathematics through Spreadsheet Applications
Tracey Clarke; Paul Ayres; John Sweller
Educational Technology Research and Development Vol. 53, No. 3 (2005) pp. 15–24
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 memory. When technology is used to deliver instruction,...
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Using Cognitive Load Theory to Tailor Instruction to Levels of Accounting Students' Expertise
Paul Blayney; Slava Kalyuga; John Sweller
Educational Technology & Society Vol. 18, No. 4 pp. 199–210
Tailoring of instructional methods to learner levels of expertise may reduce extraneous cognitive load and improve learning. Contemporary technology-based learning environments have the potential to substantially enable learner-adapted instruction....
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Incorporating Learner Experience into the Design of Multimedia Instruction
Slava Kalyuga; Paul Chandler; John Sweller
Journal of Educational Psychology Vol. 92, No. 1 (2000) pp. 126–36
Inexperienced trade apprentices were presented with text in a visual-only manner and in both auditory and visual forms. Results show that the diagram-only presentation was the least intelligible, but after two specifically designed training sessions ...
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Cognitive load theory, the transient information effect and e-learning
Anna Wong; Wayne Leahy; Nadine Marcus; John Sweller
Learning and Instruction Vol. 22, No. 6 (December 2012) pp. 449–457
When using modern educational technology, some forms of instruction are inherently transient in that previous information usually disappears to be replaced by current information. Instructional animations and spoken text provide examples. The...
Language: English
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Learning subject content through a foreign language should not ignore human cognitive architecture: A cognitive load theory approach
Stéphanie Roussel; Danielle Joulia; André Tricot; John Sweller
Learning and Instruction Vol. 52, No. 1 (December 2017) pp. 69–79
Several widely implemented educational approaches aim to provide academic content in a foreign language. While Content and Language Integrated Learning (CLIL) works because it focuses both on content and on foreign language learning, approaches...
Language: English
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Improving the frame design of computer simulations for learning: Determining the primacy of the isolated elements or the transient information effects
Yi-Chun Lin; Tzu-Chien Liu; John Sweller
Computers & Education Vol. 88, No. 1 (October 2015) pp. 280–291
Computer simulations were used to teach students basic concepts associated with correlation. Half of the students were presented information in a sequential series of single frames in which each frame replaced the preceding frame while the other...
Language: English
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Interactions between Levels of Instructional Detail and Expertise When Learning with Computer Simulations
Yuling Hsu; Yuan Gao; Tzu-Chien Liu; John Sweller
Educational Technology & Society Vol. 18, No. 4 pp. 113–127
Based on cognitive load theory, the effect of different levels of instructional detail and expertise in a simulation-based environment on learning about concepts of correlation was investigated. Separate versions of the learning environment were...