Search results for author:"Slava Kalyuga"
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Slava Kalyuga
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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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Effectiveness of Collaborative Learning of Computer Programming Under Different Learning Group Formations According to Students' Prior Knowledge: A Cognitive Load Perspective
Liming Zhang; Slava Kalyuga; Chee Lee; Cheokpong Lei
Journal of Interactive Learning Research Vol. 27, No. 2 (April 2016) pp. 171–192
This paper reports the results of an experiment designed to investigate the effectiveness of different collaborative group formations (homogeneous vs. heterogeneous in terms of prior computer knowledge levels) for learning complex tasks in computer...
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Does the redundancy effect exist in electronic slideshow assisted lecturing?
Tzu-Chien Liu; Yi-Chun Lin; Yuan Gao; Shih-Ching Yeh; Slava Kalyuga
Computers & Education Vol. 88, No. 1 (October 2015) pp. 303–314
This study investigated the occurrence of the redundancy effect in a normal classroom when presenting multiple formats of information with the assistance of electronic slideshows. A virtual classroom that simulates a normal classroom was developed...
Language: English
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Expertise Reversal Effect in Reading Chinese Texts with Added Causal Words
Slava Kalyuga; Yin Kum Law; Chee Ha Lee
Instructional Science: An International Journal of the Learning Sciences Vol. 41, No. 3 (May 2013) pp. 481–497
The study investigated the effectiveness of causal words embedded in Chinese texts to explicitly indicate causal links between the described events. Primary school students with different levels of reading expertise participated in the experiment...
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Guided Self-Management of Transient Information in Animations through Pacing and Sequencing Strategies
George Hatsidimitris; Slava Kalyuga
Educational Technology Research and Development Vol. 61, No. 1 (February 2013) pp. 91–105
Learning with instructional animations may overstretch limited working memory resources due to intense processing demands associated with transient information. The authors investigated whether explicit instructional advice coupled with a task...
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Interactive Distance Education: A Cognitive Load Perspective
Slava Kalyuga
Journal of Computing in Higher Education Vol. 24, No. 3 (December 2012) pp. 182–208
Evidence-based approaches to the design of the next generation of interactive distance education need to take into account established multimedia learning principles. Cognitive load theory is a theory that has significantly contributed to the...
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Instructional benefits of spoken words: A review of cognitive load factors
Slava Kalyuga
Educational Research Review Vol. 7, No. 2 (June 2012) pp. 145–159
Spoken words have always been an important component of traditional instruction. With the development of modern educational technology tools, spoken text more often replaces or supplements written or on-screen textual representations. However, there ...
Language: English
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A Cognitive-Based Model for the Design of Educational Animations
George Hatsidimitris; Slava Kalyuga
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2011 (Oct 18, 2011) pp. 177–184
In this paper, we illustrate a cognitive-based model of instructional design with particular reference to educational animations. The practically-orientated model is an adaptation of Cognitive Load Theory to a real-world design scenario whereby an...
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Narration or Visual Text: When Does Modality Effect Apply?
Slava Kalyuga
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2010 (Oct 18, 2010) pp. 1052–1058
According to the modality effect, textual information accompanying pictures, animations, or simulations should be presented in an auditory rather than visual form. Within a cognitive load framework, the modality effect is explained by a more...
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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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Expertise Reversal Effect in Using Explanatory Notes for Readers of Shakespearean Text
Annishka Oksa; Slava Kalyuga; Paul Chandler
Instructional Science: An International Journal of the Learning Sciences Vol. 38, No. 3 (May 2010) pp. 217–236
The reported study compared the instructional effectiveness of Modern English explanatory interpretations of Shakespearean play extracts integrated line by line into original Elizabethan English text, with a conventional unguided original text...
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Knowledge elaboration: A cognitive load perspective
Slava Kalyuga
Learning and Instruction Vol. 19, No. 5 (October 2009) pp. 402–410
The process of knowledge elaboration is considered from the perspective of cognitive load theory. This theory assumes that the available knowledge structures in long-term memory (LTM) are used to organize and guide cognitive processing in complex...
Language: English
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Student Perceptions and Cognitive Load: What Can They Tell Us about E-Learning Web 2.0 Course Design?
Judy Lambert; Slava Kalyuga; Lisa A. Capan
E-Learning Vol. 6, No. 2 (2009) pp. 150–163
The described study investigated the effectiveness of an e-learning Web 2.0 course redesigned from the perspective of cognitive load theory. The analyzed variables were course wiki design features, levels of instructor support, levels of cognitive...
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Implications of Expertise Reversal Effect for Adaptive Multimedia Learning
Slava Kalyuga
World Conference on Educational Media and Technology 2008 (Jun 30, 2008) pp. 4167–4174
Expertise reversal effect relates to the interactions between levels of learner prior knowledge and effectiveness of different instructional techniques and procedures. Designs and techniques that are effective with low-knowledge learners can lose...
Topics: Multimedia, Instructional Design
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When Less Is More in Cognitive Diagnosis: A Rapid Online Method for Diagnosing Learner Task-Specific Expertise
Slava Kalyuga
Journal of Educational Psychology Vol. 100, No. 3 (2008) pp. 603–612
Rapid cognitive diagnosis allows measuring current levels of learner domain-specific knowledge in online learning environments. Such measures are required for individualizing instructional support in real time, as students progress through a...
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Enhancing Instructional Efficiency of Interactive E-Learning Environments: A Cognitive Load Perspective
Slava Kalyuga
Educational Psychology Review Vol. 19, No. 3 (September 2007) pp. 387–399
This concluding paper summarizes the main points and recommendations of the previous papers in this Special issue within a conceptual framework of cognitive load theory. Design of efficient interactive learning environments should take into account...
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Efficiency-Based Approach to Tailoring Instruction to Levels of Performance in Adaptive E-Learning Environments
Slava Kalyuga
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2005 (October 2005) pp. 2129–2137
The paper describes a study on applying dynamic online evaluation of efficiency of learner performance for individualizing e-learning. The suggested adaptive methodology for adjusting e-learning as learners gain knowledge is based on combining rapid ...
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Effects of Prior Knowledge on Multimedia Learning: Does Expertise Reverse and How to Manage It?
Slava Kalyuga
World Conference on Educational Media and Technology 2005 (Jun 27, 2005) pp. 3164–3171
This paper provides an overview of studies of the effects of learner prior knowledge on multimedia learning and describes new approaches to building learner-adapted multimedia environments based on those findings. On many occasions, multimedia...
Topics: Multimedia, Instructional Design
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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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When using sound with a text or picture is not beneficial for learning
Slava Kalyuga; Slava Kalyuga
Australasian Journal of Educational Technology Vol. 16, No. 2 (Jan 01, 2000)
Conventional wisdom tells us that two modalities (visual and auditory) are better than one modality in any instructional message. This paper describes two cases where combining audio explanations with visual instructions has had negative rather than ...
Language: English
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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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Rapid cognitive assessment of learners' knowledge structures
Slava Kalyuga
Learning and Instruction Vol. 16, No. 1 pp. 1–11
Traditional assessment methods are not always suitable for diagnosing learners' knowledge structures at different levels of their expertise. This paper describes an alternative schema-based rapid assessment technique and its application in the area...
Language: English
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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....