The papers of this special issue demonstrate that cognitive load
theory provides the framework for investigations into cognitive
processes and instructional design. The genesis of Cognitive Load
Theory emerged from an international symposium organized at the
bi-annual conference of the European Association for Research on
Learning and Instruction in 2001 in Fribourg, Switzerland. Most of
the papers are based on contributions to that symposium and discuss
the most recent work carried out within the cognitive load
framework. As a whole, this issue is demonstrating that cognitive
load theory is continuing its role of using cognitive psychology
principles to generate novel instructional design procedures.
General
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