TY - JOUR
T1 - Latest trends to optimize computer-based learning: Guidelines from cognitive load theory
AU - Castro-Alonso, Juan Cristobal
AU - de Koning, Bjorn B.
PY - 2020
Y1 - 2020
N2 - Cognitive load theory is a leading instructional theory in research about the effectiveness of multimedia and computer-based learning. The theory is continually updating itself with new experimental findings, such as those in the six empirical papers of this special issue. Specifically, the focus of this special issue is on novel cognitive load theory approaches to optimize computer-based learning, and applied new techniques to measure cognitive load. Regarding novel cognitive load theory approaches, we categorize them around three themes: refining existing cognitive load theory guidelines, novel directions for computer-based learning, and effects of methodology on visuospatial and cognitive processing. Concerning new techniques to measure cognitive load, we describe the objective and subjective measures employed in this special issue. We finish this editorial by discussing implications for cognitive load theory research, implications for computer-based educational practice, and future research directions.
AB - Cognitive load theory is a leading instructional theory in research about the effectiveness of multimedia and computer-based learning. The theory is continually updating itself with new experimental findings, such as those in the six empirical papers of this special issue. Specifically, the focus of this special issue is on novel cognitive load theory approaches to optimize computer-based learning, and applied new techniques to measure cognitive load. Regarding novel cognitive load theory approaches, we categorize them around three themes: refining existing cognitive load theory guidelines, novel directions for computer-based learning, and effects of methodology on visuospatial and cognitive processing. Concerning new techniques to measure cognitive load, we describe the objective and subjective measures employed in this special issue. We finish this editorial by discussing implications for cognitive load theory research, implications for computer-based educational practice, and future research directions.
UR - https://doi.org/10.1016/j.chb.2020.106458
U2 - 10.1016/j.chb.2020.106458
DO - 10.1016/j.chb.2020.106458
M3 - Article
SN - 0747-5632
VL - 112
JO - Computers in Human Behavior
JF - Computers in Human Behavior
M1 - 106458
ER -
