Sharon Tindall-Ford is an Associate Professor of Educational Psychology at the University of Wollongong. Her research interests in the area of cognition and instruction have focused on a number of cognitive load effects including the modality effect, worked example effect, imagination effect and self management of cognitive load. She is particularly interested in how these effects are implemented within primary and secondary classrooms.Shirley Agostinho is an Associate Professor of Educational Technology at the University of Wollongong. Her research focuses on how teachers design and how learners support their own learning using digital technologies. Her interest in cognitive load theory is concerned with how learners can apply cognitive load theory principles to support their learning. John Sweller is an Emeritus Professor of Educational Psychology at the University of New South Wales. His research is associated with cognitive load theory. The theory is a contributor to research on issues associated with human cognition, its links to evolution by natural selection, and the consequences for instructional design.

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• List of Figures and TablesList of ContributorsChapter 1. Introduction John SwellerPart 1: General Theoretical AdvancesChapter 2. Load Reduction Instruction (LRI): Sequencing Explicit Instruction and Guided Discovery to Enhance Students’ Motivation, Engagement, Learning, And Achievement Andrew J. Martin and Paul EvansChapter 3. How Cognitive Load Theory Can Be Applied to Collaborative Learning: Collaborative Cognitive Load Theory Jimmy Zambrano R., Paul A. Kirschner And Femke KirschnerChapter 4. Cognitive Load Theory and Working Memory Models: Comings and Goings Sébastien Puma and André TricotPart 2: Specific Research Advances and Research ProceduresChapter 5. Using Arrow-Lines to Integrate Pictorial and Textual Information in Electronic Slideshow Assisted Lecturing Tzu-Chien Liu, Yi -Chun Lin and Yu-Chen KuoChapter 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 Merriënboer 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 PaasChapter 8. Visuospatial Tests and Multimedia Learning: The Importance of Employing Relevant Instruments Juan C. Castro-Alonso, Paul Ayres, Mona Wong and Fred PaasPart 3: Human Movement, Pointing, Tracing and GesturingChapter 9. Embodying Learning through Physical Activity and Gestures in Preschool Children Myrto Mavilidi, Kim Ouwehand, Anthony D. Okely, Paul Chandler and Fred PaasChapter 10. Learning Human Physiology by Pointing and Tracing: A Cognitive Load Approach Paul Ginns and Amy KyddChapter 11. Gesture-Based Learning with ICT: Recent Developments, Opportunities and Considerations Stoo Sepp, Shirley Agostinho, Sharon Tindall-Ford and Fred PaasChapter 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 BrünkenPart 4: New Effects and New Conditions Required for Old EffectsChapter 13. Self-Management of Cognitive Load: Potential and Challenges Faisal Mirza, Shirley Agostinho, Sharon Tindall-Ford, Fred Paas and Paul ChandlerChapter 14. Effects of Informed Use: A Proposed Extension of the Self-Management Effect Alexander Eitel, Lisa Bender, and Alexander RenklChapter 15. Factors That Impact on The Effectiveness of Instructional Animations Paul Ayres, Juan C. Castro-Alonso, Mona Wong, Nadine Marcus and Fred PaasChapter 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 LeutnerChapter 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 HsuChapter 18. The Centrality of Element Interactivity to Cognitive Load Theory Wayne Leahy and John SwellerChapter 19. Conclusions John Sweller, Sharon Tindall-Ford & Shirley Agostinho

Sharon Tindall-Ford is an Associate Professor of Educational Psychology at the University of Wollongong. Her research interests in the area of cognition and instruction have focused on a number of cognitive load effects including the modality effect, worked example effect, imagination effect and self management of cognitive load. She is particularly interested in how these effects are implemented within primary and secondary classrooms.Shirley Agostinho is an Associate Professor of Educational Technology at the University of Wollongong. Her research focuses on how teachers design and how learners support their own learning using digital technologies. Her interest in cognitive load theory is concerned with how learners can apply cognitive load theory principles to support their learning. John Sweller is an Emeritus Professor of Educational Psychology at the University of New South Wales. His research is associated with cognitive load theory. The theory is a contributor to research on issues associated with human cognition, its links to evolution by natural selection, and the consequences for instructional design.

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• List of Figures and TablesList of ContributorsChapter 1. Introduction John SwellerPart 1: General Theoretical AdvancesChapter 2. Load Reduction Instruction (LRI): Sequencing Explicit Instruction and Guided Discovery to Enhance Students’ Motivation, Engagement, Learning, And Achievement Andrew J. Martin and Paul EvansChapter 3. How Cognitive Load Theory Can Be Applied to Collaborative Learning: Collaborative Cognitive Load Theory Jimmy Zambrano R., Paul A. Kirschner And Femke KirschnerChapter 4. Cognitive Load Theory and Working Memory Models: Comings and Goings Sébastien Puma and André TricotPart 2: Specific Research Advances and Research ProceduresChapter 5. Using Arrow-Lines to Integrate Pictorial and Textual Information in Electronic Slideshow Assisted Lecturing Tzu-Chien Liu, Yi -Chun Lin and Yu-Chen KuoChapter 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 Merriënboer 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 PaasChapter 8. Visuospatial Tests and Multimedia Learning: The Importance of Employing Relevant Instruments Juan C. Castro-Alonso, Paul Ayres, Mona Wong and Fred PaasPart 3: Human Movement, Pointing, Tracing and GesturingChapter 9. Embodying Learning through Physical Activity and Gestures in Preschool Children Myrto Mavilidi, Kim Ouwehand, Anthony D. Okely, Paul Chandler and Fred PaasChapter 10. Learning Human Physiology by Pointing and Tracing: A Cognitive Load Approach Paul Ginns and Amy KyddChapter 11. Gesture-Based Learning with ICT: Recent Developments, Opportunities and Considerations Stoo Sepp, Shirley Agostinho, Sharon Tindall-Ford and Fred PaasChapter 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 BrünkenPart 4: New Effects and New Conditions Required for Old EffectsChapter 13. Self-Management of Cognitive Load: Potential and Challenges Faisal Mirza, Shirley Agostinho, Sharon Tindall-Ford, Fred Paas and Paul ChandlerChapter 14. Effects of Informed Use: A Proposed Extension of the Self-Management Effect Alexander Eitel, Lisa Bender, and Alexander RenklChapter 15. Factors That Impact on The Effectiveness of Instructional Animations Paul Ayres, Juan C. Castro-Alonso, Mona Wong, Nadine Marcus and Fred PaasChapter 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 LeutnerChapter 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 HsuChapter 18. The Centrality of Element Interactivity to Cognitive Load Theory Wayne Leahy and John SwellerChapter 19. Conclusions John Sweller, Sharon Tindall-Ford & Shirley Agostinho

Sharon Tindall-Ford is an Associate Professor of Educational Psychology at the University of Wollongong. Her research interests in the area of cognition and instruction have focused on a number of cognitive load effects including the modality effect, worked example effect, imagination effect and self management of cognitive load. She is particularly interested in how these effects are implemented within primary and secondary classrooms.Shirley Agostinho is an Associate Professor of Educational Technology at the University of Wollongong. Her research focuses on how teachers design and how learners support their own learning using digital technologies. Her interest in cognitive load theory is concerned with how learners can apply cognitive load theory principles to support their learning. John Sweller is an Emeritus Professor of Educational Psychology at the University of New South Wales. His research is associated with cognitive load theory. The theory is a contributor to research on issues associated with human cognition, its links to evolution by natural selection, and the consequences for instructional design.

Select Guide Rating

• List of Figures and TablesList of ContributorsChapter 1. Introduction John SwellerPart 1: General Theoretical AdvancesChapter 2. Load Reduction Instruction (LRI): Sequencing Explicit Instruction and Guided Discovery to Enhance Students’ Motivation, Engagement, Learning, And Achievement Andrew J. Martin and Paul EvansChapter 3. How Cognitive Load Theory Can Be Applied to Collaborative Learning: Collaborative Cognitive Load Theory Jimmy Zambrano R., Paul A. Kirschner And Femke KirschnerChapter 4. Cognitive Load Theory and Working Memory Models: Comings and Goings Sébastien Puma and André TricotPart 2: Specific Research Advances and Research ProceduresChapter 5. Using Arrow-Lines to Integrate Pictorial and Textual Information in Electronic Slideshow Assisted Lecturing Tzu-Chien Liu, Yi -Chun Lin and Yu-Chen KuoChapter 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 Merriënboer 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 PaasChapter 8. Visuospatial Tests and Multimedia Learning: The Importance of Employing Relevant Instruments Juan C. Castro-Alonso, Paul Ayres, Mona Wong and Fred PaasPart 3: Human Movement, Pointing, Tracing and GesturingChapter 9. Embodying Learning through Physical Activity and Gestures in Preschool Children Myrto Mavilidi, Kim Ouwehand, Anthony D. Okely, Paul Chandler and Fred PaasChapter 10. Learning Human Physiology by Pointing and Tracing: A Cognitive Load Approach Paul Ginns and Amy KyddChapter 11. Gesture-Based Learning with ICT: Recent Developments, Opportunities and Considerations Stoo Sepp, Shirley Agostinho, Sharon Tindall-Ford and Fred PaasChapter 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 BrünkenPart 4: New Effects and New Conditions Required for Old EffectsChapter 13. Self-Management of Cognitive Load: Potential and Challenges Faisal Mirza, Shirley Agostinho, Sharon Tindall-Ford, Fred Paas and Paul ChandlerChapter 14. Effects of Informed Use: A Proposed Extension of the Self-Management Effect Alexander Eitel, Lisa Bender, and Alexander RenklChapter 15. Factors That Impact on The Effectiveness of Instructional Animations Paul Ayres, Juan C. Castro-Alonso, Mona Wong, Nadine Marcus and Fred PaasChapter 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 LeutnerChapter 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 HsuChapter 18. The Centrality of Element Interactivity to Cognitive Load Theory Wayne Leahy and John SwellerChapter 19. Conclusions John Sweller, Sharon Tindall-Ford & Shirley Agostinho