Managing cognitive load in ICT-based learning

The paper describes theoryand research-based principles and design guidelines for handling cognitive load in e-learning environments by adapting instructional methods, and presentation formats to levels of learner prior knowledge in a task domain. The suggested approaches and techniques are based on contemporary knowledge of human cognitive architecture, cognitive load theory, and, most importantly, on extensive empirical studies of the instructional consequences of learner prior knowledge (expertise reversal effect) in controlled experimental conditions.