You are here:

Cognitive Aging and Computer-Based Instructional Design: Where Do We Go from Here?

, ,

Educational Psychology Review Volume 18, Number 2, ISSN 1040-726X


In this article, the most relevant literature on cognitive aging and instructional design is merged to formulate recommendations for designing computer-based training material aimed at elderly learners. The core message is that researchers and instructional designers do not need to develop special computerized instruction for older adults. Rather, existing principles of general instructional and multimedia design can be evaluated and used to accommodate the needs of elderly learners. Particular attention is given to John Sweller's Cognitive Load Theory (CLT) and Richard Mayer's Cognitive Theory of Multimedia Learning (CTML). It is argued that these instructional theories bear important benefits for older learners because they support an efficient use of available cognitive resources. New research directions are suggested to test the implications of these theories for learning in old age.


Van Gerven, P.W.M., Paas, F. & Tabbers, H.K. (2006). Cognitive Aging and Computer-Based Instructional Design: Where Do We Go from Here?. Educational Psychology Review, 18(2), 141-157. Retrieved October 24, 2020 from .

This record was imported from ERIC on April 18, 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