Theory-based instructional design is a top priority in medical education. The goal of this Show and Tell article is to present our theory-driven approach to the design of instruction for clinical educators. We adopted cognitive load theory as a framework to design and evaluate a series of professional development workshops that were delivered at local, national and international academic confer...

Test-taker’s capability to answer questions is influenced by available cognitive resources for problem solving. Due to the limited working memory capacity, excessive cognitive load for interpreting instruction would impact test-taker’s constructrelevant process and test validity. Especially in STEM assessment where multimedia and interactive design are widely used, test-takers can easily get ov...

Cognitive Load Theory is one of the most powerful research frameworks in educational research. Beside theoretical discussions about the conceptual parts of cognitive load, the main challenge within this framework is that there is still no measurement instrument for the different aspects of cognitive load, namely intrinsic, extraneous, and germane cognitive load. Hence, the goal of this paper is...

Teaching and learning in the 21st century had taken advantage of technology to foster effective learning through multimedia education, active learning and improved classroom interaction. Social media have particularly helped in the area of content sharing and learner collaborations. Several schools in both developing and developed nations have incorporated social media as informal Learning Mana...

The phenomenon that more knowledgeable learners do not benefit or even suffer from physically integrated text-picture formats, which work successfully with less knowledgeable learners, is called the expertise reversal effect in cognitive load theory (CLT) literature. A possible explanation of the expertise reversal effect is offered by CLT researchers, who argue that more knowledgeable learners...

According to cognitive load theory, instructions can impose three types of cognitive load on the learner: intrinsic load, extraneous load, and germane load. Proper measurement of the different types of cognitive load can help us understand why the effectiveness and efficiency of learning environments may differ as a function of instructional formats and learner characteristics. In this article,...

Cognitive Load Theory (CLT) builds upon established models of human memory that include the subsystems of sensory, working and long-term memory. Working memory (WM) can only process a limited number of information elements at any given time. This constraint creates a "bottleneck" for learning. CLT identifies three types of cognitive load that impact WM: intrinsic load (associated with performin...

While over the last decades, much attention has been paid to the mental workload in the field of human computer interactions, there is still a lack of consensus concerning the factors that generate it as well as the measurement methods that could reflect workload variations. Based on the multifactorial Cognitive Load Theory (CLT), our study aims to provide some food for thought about the subjec...

Reading strategies, prior knowledge and cognitive load are some variables that have been related with comprehension and learning with hypertext systems. In this study we analyze the effect of two different hypertext reading strategies – coherence and interest – and two prior knowledge levels – low and high on cognitive load, and their relation with learning. For low prior knowledge readers, dat...