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Research on Cognitive Load Theory: Application to E-Learning


Educational Technology Research and Development Volume 53, Number 3, ISSN 1042-1629


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 based on the findings for each study, and provide recommendations for extending particular lines of research. Three suggestions are provided concerning cognitive load theory and instructional design adaptations for e-learning.


Morrison, G.R. & Anglin, G.J. (2005). Research on Cognitive Load Theory: Application to E-Learning. Educational Technology Research and Development, 53(3), 94-104. Retrieved April 18, 2019 from .

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Cited By

  1. Multimedia Presentations of Mitosis: An Examination of Split-Attention, Modality, Redundancy, and Cueing

    Michelle Cook & Ryan Visser, Clemson University, United States

    Journal of Educational Multimedia and Hypermedia Vol. 23, No. 2 (April 2014) pp. 145–162

  2. The Impact of E-learning in Small and Medium-sized Hospitality and Tourism Enterprises

    Taiyi Huang, UNIVERSITY OF NORTH TEXAS, United States

    Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 1574–1579

  3. The Potential and Limitations of Teaching and Learning in an e-Learning 2.0 Environment from a Cognitive Load Perspective

    Judy Lambert, The University of Toledo, United States; Lisa Kidd, Bowling Green State University, United States

    EdMedia + Innovate Learning 2008 (Jun 30, 2008) pp. 6003–6008

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