List of Figures and Tables
List of Contributors
Chapter 1. Introduction John Sweller
Part 1: General Theoretical Advances
Chapter 2. Load Reduction Instruction (LRI): Sequencing Explicit Instruction and Guided Discovery to Enhance Students' Motivation, Engagement, Learning, And Achievement Andrew J. Martin and Paul Evans
Chapter 3. How Cognitive Load Theory Can Be Applied to Collaborative Learning: Collaborative Cognitive Load Theory Jimmy Zambrano R., Paul A. Kirschner And Femke Kirschner
Chapter 4. Cognitive Load Theory and Working Memory Models: Comings and Goings Sebastien Puma and Andre Tricot
Part 2: Specific Research Advances and Research Procedures
Chapter 5. Using Arrow-Lines to Integrate Pictorial and Textual Information in Electronic Slideshow Assisted Lecturing Tzu-Chien Liu, Yi -Chun Lin and Yu-Chen Kuo
Chapter 6. How to Measure Effects of Self-Regulated Learning with Checklists on the Acquisition of Task Selection Skills Jimmie Leppink, Fred Paas, Tamara Van Gog and Jeroen J. G. Van Merrienboer
Chapter 7. The Effects of Transient Information and Element Interactivity on Learning from Instructional Animations Mona Wong, Juan C. Castro-Alonso, Paul Ayres and Fred Paas
Chapter 8. Visuospatial Tests and Multimedia Learning: The Importance of Employing Relevant Instruments Juan C. Castro-Alonso, Paul Ayres, Mona Wong and Fred Paas
Part 3: Human Movement, Pointing, Tracing and Gesturing
Chapter 9. Embodying Learning through Physical Activity and Gestures in Preschool Children Myrto Mavilidi, Kim Ouwehand, Anthony D. Okely, Paul Chandler and Fred Paas
Chapter 10. Learning Human Physiology by Pointing and Tracing: A Cognitive Load Approach Paul Ginns and Amy Kydd
Chapter 11. Gesture-Based Learning with ICT: Recent Developments, Opportunities and Considerations Stoo Sepp, Shirley Agostinho, Sharon Tindall-Ford and Fred Paas
Chapter 12. Embodied Cognition? Effects of Pointing and Tracing Gestures an Learning Performance, Eye Movement and Cognitive Load Babette Park, Andreas Korbach, Paul Ginns and Roland Brunken
Part 4: New Effects and New Conditions Required for Old Effects
Chapter 13. Self-Management of Cognitive Load: Potential and Challenges Faisal Mirza, Shirley Agostinho, Sharon Tindall-Ford, Fred Paas and Paul Chandler
Chapter 14. Effects of Informed Use: A Proposed Extension of the Self-Management Effect Alexander Eitel, Lisa Bender, and Alexander Renkl
Chapter 15. Factors That Impact on The Effectiveness of Instructional Animations Paul Ayres, Juan C. Castro-Alonso, Mona Wong, Nadine Marcus and Fred Paas
Chapter 16. The Effects of Self-Regulation Training on Self-Regulated Learning Competencies and Cognitive Load: Does the Socioeconomic Status Matter? Ferdinand Stebner, Corinna Schuster, Theresa Dicke, Yves Karlen, Joachim Wirth And Detlev Leutner
Chapter 17. What Should Students Do First When Learning How to Solve A Physics Problem: Try To Solve It Themselves or Study A Worked Example? Slava Kalyuga And Chih-Yi Hsu
Chapter 18. The Centrality of Element Interactivity to Cognitive Load Theory Wayne Leahy and John Sweller
Chapter 19. Conclusions John Sweller, Sharon Tindall-Ford & Shirley Agostinho