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Cognitive load theory (CLT) is one of the most important theories in educational psychology, a highly effective guide for the design of multimedia and other learning materials. This edited volume brings together the most prolific researchers from around the world who study various aspects of cognitive load to discuss its current theoretical as well as practical issues. The book is divided into three parts. The first part describes the theoretical foundations and assumptions of CLT, the second discusses the empirical findings about the application of CLT to the design of learning environments, and the third part concludes the book with discussions and suggestions for new directions for future research. It aims to become the standard handbook in CLT for researchers and graduate students in psychology, education, and educational technology.
- Sales Rank: #769907 in Books
- Published on: 2010-04-26
- Original language: English
- Number of items: 1
- Dimensions: 8.98" h x .59" w x 5.98" l, .85 pounds
- Binding: Paperback
- 286 pages
Review
"This handbook provides an extensive account of the history, current state, and future prospects of the influential Cognitive Load Theory framework for the design of multimedia educational experiences. I plan to use this excellent book in my own classes and research. I didn't get overloaded reading this in-depth coverage, so the authors seem to practice what they preach."
- John B. Black, Teachers College, Columbia University
"Within the last two decades, CLT has become one of the most cited instructional design theories along with Richard E. Mayer's Cognitive Theory of Multimedia Learning. The book provides a valuable and accessible resource for familiarizing students at the undergraduate and graduate level with CLT's basic theoretical assumptions as well as with the extensive empirical research that has been conducted against the theory's background. The chapters have been written by notable CLT researchers and nicely cover the state of the art achieved in cognitive load research. Whereas a book like this cannot possibly solve the theoretical and measurement challenges that have been uttered by researchers from different fields in the last years, it does a good job in openly discussing these issues."
- Friedrich W. Hesse, Knowledge Media Research Center, Tuebingen
"Cognitive Load Theory bridges cognition and instruction and is one of the few prescriptive instructional theories. The editors and authors of this volume are the key individuals for both the theoretical and the empirical development of Cognitive Load Theory. A must-have book if one is interested in instructional design and the improvement of student learning."
- Harry O'Neil, University of Southern California
"Cognitive Load Theory and the empirical research it has spawned over two decades provide a powerful tool for understanding why learners surmount or succumb to challenges in learning, solving problems and transferring skills. This volume synthesizes and articulates this work with clarity and an encyclopedic scope, drawing a clear and helpful map of the field's terrain for instructional designers and theorists alike."
- - Philip H. Winne, Simon Fraser University
About the Author
Jan L. Plass is the Paulette Goddard Professor of Digital Media and Learning Sciences in the Steinhardt School of Culture, Education, and Human Development at New York University, where he co-directs the Games for Learning Institute. He is also the founding director of the Consortium for Research and Evaluation of Advanced Technology in Education (CREATE). His research is at the intersection of cognitive science, learning sciences, and design and seeks to enhance the educational effectiveness of visual environments. Dr. Plass's current focus is on the cognitive and emotional aspects of information design and the interaction design of simulations and games for science learning and second language acquisition. He has received funding for his research from the US Department of Education's Institute of Education Sciences, the National Science Foundation, the National Institutes of Health, and, most recently, from Microsoft Research and the Motorola Foundation.
Most helpful customer reviews
3 of 5 people found the following review helpful.
Nice Recap of CLT
By N.S.
I am preparing for my doctoral comp exams, and this collection of works on CLT is just what I needed. Moreno and Park wrote an excellent introduction that frames the last 20 years of research into one coherent unit. Selected works are written by the most prominent researchers in the CLT field (Sweller, Pass, Merrienboer, Mayer etc.) and combined they serve as an excellent CLT reference. This is a must have for all Instructional Designers.
0 of 0 people found the following review helpful.
Five Stars
By Anthony C. Phelan
The most authoritative compilation of descriptive articles on "Cognitive Load" there is!
1 of 3 people found the following review helpful.
High Cognitive Load.
By Nolan
This is a reasonably priced textbook, but it is a difficult read on an abstract subject. It repeats the information ad nauseum, and rarely provides examples of the subject matter or the science behind it. It is ironic that the authors did not do much to reduce the cognitive load of the information in this text. I would not recommend this book.
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