Instructional Science

Cognitive Load Theory: Instructional Implications of the Interaction between Information Structures and Cognitive Architecture
pp. 1-8(8)
Authors: Paas F.; Renkl A.; Sweller J.

Instructional Design Consequences of an Analogy between Evolution by Natural Selection and Human Cognitive Architecture
pp. 9-31(23)
Author: Sweller J.

Designing Instructional Examples to Reduce Intrinsic Cognitive Load: Molar versus Modular Presentation of Solution Procedures
pp. 33-58(26)
Authors: Gerjets P.; Scheiter K.; Catrambone R.

How Fading Worked Solution Steps Works – A Cognitive Load Perspective
pp. 59-82(24)
Authors: Renkl A.; Atkinson R.K.; Große C.S.

Process-Oriented Worked Examples: Improving Transfer Performance Through Enhanced Understanding
pp. 83-98(16)
Authors: van Gog T.; Paas F.; van Merriënboer J.J.G.

Decreasing Cognitive Load for Novice Students: Effects of Explanatory versus Corrective Feedback in Discovery-Based Multimedia
pp. 99-113(15)
Author: Moreno R.

Assessment of Cognitive Load in Multimedia Learning with Dual-Task Methodology: Auditory Load and Modality Effects
pp. 115-132(18)
Authors: Brünken R.; Plass J.L.; Leutner D.

Exploring Multidimensional Approaches to the Efficiency of Instructional Conditions
pp. 133-152(20)
Authors: Tuovinen J.E.; Paas F.

Mental Effort and Performance as Determinants for the Dynamic Selection of Learning Tasks in Air Traffic Control Training
pp. 153-172(20)
Authors: Salden R.J.C.M.; Paas F.; Broers N.J.; van Merriënboer J.J.G.

Cognitive Load Theory as a Tool for Expertise Development
pp. 173-182(10)
Authors: Rikers R.M.J.P.; Van Gerven P.W.M.; Schmidt H.G.

Instructions for Authors
pp. 183-189(7)