You are here:

Cognitive Load in Interactive Knowledge Construction

, ,

Learning and Instruction Volume 19, Number 5, ISSN 0959-4752 Publisher: Elsevier Ltd


The focus of this special issue is on the cognitive load underlying processes of interactive knowledge construction in a wide range of instructional multimedia platforms. Multimedia comprehension involves the parallel processing of auditory-verbal and visual-pictorial channels within working memory. By means of integrating multimodal information, students are able to acquire new knowledge. However, the processes of knowledge construction may be dependent on the load a task imposes on the learner's cognitive system. Such cognitive load is determined by prior knowledge, motivation, and processing strategies on the part of the learner as well as on task demands. Other critical factors that should be explored are goal adoption and perspective taking, effects of interactive animation, environmental support, and possibilities of collaboration. (Contains 2 figures.)


Verhoeven, L., Schnotz, W. & Paas, F. (2009). Cognitive Load in Interactive Knowledge Construction. Learning and Instruction, 19(5), 369-375. Elsevier Ltd. Retrieved June 25, 2019 from .

This record was imported from ERIC on April 19, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.


Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact