Cognitive load theory

Element interactivity

Anderson, J. R., Boyle, C. F., & Reiser, B. J. (1985). Intelligent Tutoring Systems. Science, 228(4698), 456–462

Chen, O., Castro-Alonso, J. C., Paas, F., & Sweller, J. (2018). Undesirable difficulty effects in the learning of high-element interactivity materials. Frontiers in Psychology, 9

Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and Instruction, 4(4), 295–312

Leahy, W., Hanham, J., & Sweller, J. (2015). High Element Interactivity Information During Problem Solving may Lead to Failure to Obtain the Testing Effect. Educational Psychology Review, 27(2), 291–304

Sweller, J., & Cooper, G. A. (1985). The Use of Worked Examples as a Substitute for Problem Solving in Learning Algebra. Cognition and Instruction, 2(1), 59–89

Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching. Educational Psychologist, 41(2), 75–86

Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285

van Gog, T., & Sweller, J. (2015). Not New, but Nearly Forgotten: The Testing Effect Decreases or even Disappears as the Complexity of Learning Materials Increases. Educational Psychology Review, 27(2), 247–264

# John Sweller

[[z5h4qfsMg1t1vC9EnfiAdK1:::Cognitive psychology]] researcher, known for his role in introducing [[zKPm7dRfoX7TPXR9KvBCAeM:::Cognitive load theory]].

*   [[z9oJyCh2UgEHU1LrkqNGDxm:::Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285]]
*   [[zBjmQuuhR8d1WsimXGX7srF:::Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and Instruction, 4(4), 295–312]]
*   [[zYHdLJ7TFdpcwGtqDChMNbm:::Sweller, J., & Cooper, G. A. (1985). The Use of Worked Examples as a Substitute for Problem Solving in Learning Algebra. Cognition and Instruction, 2(1), 59–89]]

He’s part of the big flame war against [[zWceTLNTjH3DQ7iVpy38ocq:::Constructivism]] ([[zUiDqjKiS3udc3wcvcFbcpc:::Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching. Educational Psychologist, 41(2), 75–86]])

And he’s suggested that the [[zTpJdbe6ub7uhBFLuHkFsrT:::Testing effect]] has limited application for complex material: [[zMjGz9ddgwjxadBRxQCnnWY:::van Gog, T., & Sweller, J. (2015). Not New, but Nearly Forgotten: The Testing Effect Decreases or even Disappears as the Complexity of Learning Materials Increases. Educational Psychology Review, 27(2), 247–264]], contra [[z6d4D1bSzhdaGpnAKGBX3FT:::Jeffrey Karpicke]] and others.

Q. How was I introduced to the work of John Sweller?
A. [[Worked example effect]] and [[Cognitive load theory]] literature.








John Sweller