Can the cognitive load approach make instructional animations more effective?AYRES, Paul; PAAS, Fred.Applied cognitive psychology. 2007, Vol 21, Num 6, pp 811-820, issn 0888-4080, 10 p.Article

Systematic mathematical errors and cognitive loadAYRES, Paul L.Contemporary educational psychology. 2001, Vol 26, Num 2, pp 227-248, issn 0361-476XArticle

Using General Problem-solving Strategies to Generate Ideas in Order to Solve Geography ProblemsYOUSSEF, Amina; AYRES, Paul; SWELLER, John et al.Applied cognitive psychology. 2012, Vol 26, Num 6, pp 872-877, issn 0888-4080, 6 p.Article

New Directions and Challengers to Cognitive Load TheoryAYRES, Paul; PAAS, Fred.Applied cognitive psychology. 2012, Vol 26, Num 6, issn 0888-4080, 69 p.Serial Issue

A cognitive load approach to the learning effectiveness of instructional animationAYRES, Paul; PAAS, Fred.Applied cognitive psychology. 2007, Vol 21, Num 6, issn 0888-4080, 127 p.Serial Issue

The impact of sequencing and prior knowledge on learning mathematics through spreadsheet applications = L'impact du séquençage et de la connaissance de base sur l'apprentissage des mathématiques par le biais de logiciels de feuilles de calculCLARKE, Tracey; AYRES, Paul; SWELLER, John et al.Educational technology research and development. 2005, Vol 53, Num 3, pp 15-24, issn 1042-1629, 10 p.Article

Creating retroactive and proactive interference in multimedia learningMAYER, Richard E; DELEEUW, Krista E; AYRES, Paul et al.Applied cognitive psychology. 2007, Vol 21, Num 6, pp 795-809, issn 0888-4080, 15 p.Article

The Transient Information Effect: Investigating the Impact of Segmentation on Spoken and Written textSINGH, Anne-Marie; MARCUS, Nadine; AYRES, Paul et al.Applied cognitive psychology. 2012, Vol 26, Num 6, pp 848-853, issn 0888-4080, 6 p.Article

Learning hand manipulative tasks : When instructional animations are superior to equivalent static representations : State of the art research into Cognitive Load TheoryAYRES, Paul; MARCUS, Nadine; CHAN, Christopher et al.Computers in human behavior. 2009, Vol 25, Num 2, pp 348-353, issn 0747-5632, 6 p.Article

Remembered Utility of Unpleasant and Pleasant Learning Experiences: Is All Well that Ends Well?HOOGERHEIDE, Vincent; PAAS, Fred.Applied cognitive psychology. 2012, Vol 26, Num 6, pp 887-894, issn 0888-4080, 8 p.Article

Examining different types of collaborative learning in a complex computer-based environment: A cognitive load approach : CURRENT RESEARCH TOPICS IN COGNITIVE LOAD THEORYLIMING ZHANG; AYRES, Paul; KAKIN CHAN et al.Computers in human behavior. 2011, Vol 27, Num 1, pp 94-98, issn 0747-5632, 5 p.Article

Research on Cognitive Load Theory and Its Design Implications for E-Learning = Recherche sur la théorie du travail cognitif et ses implications en matière d'innovation dans le contexte de l'apprentissage en ligneVAN MERRIëNBOER, Jeroen J. G; AYRES, Paul.Educational technology research and development. 2005, Vol 53, Num 3, issn 1042-1629, 98 p.Serial Issue

Effective teaching in the context of a Grade 12 high-stakes external examination in New South Wales, Australia = Enseignement efficace dans le contexte d'un examen final externe du secondaire en Nouvelles Galles du Sud en AustralieAYRES, Paul; SAWYER, Wayne; DINHAM, Steve et al.British educational research journal. 2004, Vol 30, Num 1, pp 141-165, issn 0141-1926, 25 p.Article

Translating words into equations: A cognitive load theory approachPAWLEY, Duncan; AYRES, Paul; COOPER, Martin et al.Educational psychology (Dorchester-on-Thames. Print). 2005, Vol 25, Num 1, pp 75-97, issn 0144-3410, 23 p.Article

Optimising learning from animations by minimising cognitive load : Cognitive and affective consequences of signalling and segmentation methodsMORENO, Roxana.Applied cognitive psychology. 2007, Vol 21, Num 6, pp 765-781, issn 0888-4080, 17 p.Article

Contemporary cognitive load theory research: The good, the bad and the ugly : CURRENT RESEARCH TOPICS IN COGNITIVE LOAD THEORYKIRSCHNER, Paul A; AYRES, Paul; CHANDLER, Paul et al.Computers in human behavior. 2011, Vol 27, Num 1, pp 99-105, issn 0747-5632, 7 p.Article

Improving Listening Skills in English as a Foreign Language by Reading Rather than Listening: A Cognitive Load PerspectiveMOUSSA-INATY, Jase; AYRES, Paul; SWELLER, John et al.Applied cognitive psychology. 2012, Vol 26, Num 3, pp 391-402, issn 0888-4080, 12 p.Article

Looking in the Same Manner but Seeing it Differently: Bottom-up and Expertise Effects in RadiologyKOK, Ellen M; DE BRUIN, Anique B. H; ROBBEN, Simon G. F et al.Applied cognitive psychology. 2012, Vol 26, Num 6, pp 854-862, issn 0888-4080, 9 p.Article

Distance Matters: Spatial Contiguity Effects as Trade-Off between Gaze Switches and Memory LoadBAUHOFF, Vera; HUFF, Markus; SCHWAN, Stephan et al.Applied cognitive psychology. 2012, Vol 26, Num 6, pp 863-871, issn 0888-4080, 9 p.Article

Timing and Frequency of Mental Effort Measurement: Evidence in Favour of Repeated MeasuresVAN GOG, Tamara; KIRSCHNER, Femke; KESTER, Liesbeth et al.Applied cognitive psychology. 2012, Vol 26, Num 6, pp 833-839, issn 0888-4080, 7 p.Article

Learning from Narrated Animations with Different Support Procedures: Working Memory Capacity MattersSKUBALLA, Irene T; SCHWONKE, Rolf; RENKL, Alexander et al.Applied cognitive psychology. 2012, Vol 26, Num 6, pp 840-847, issn 0888-4080, 8 p.Article

Enabling, facilitating, and inhibiting effects of animations in multimedia learning : Why reduction of cognitive load can have negative results on learning = Favoriser, faciliter et contrôler les effets des animations dans l'apprentissage multimédia : pourquoi la réduction du travail cognitif peut avoir un impact négatif sur l'apprentissageSCHNOTZ, Wolfgang; RASCH, Thorsten.Educational technology research and development. 2005, Vol 53, Num 3, pp 47-58, issn 1042-1629, 12 p.Article

Rapid dynamic assessment of expertise to improve the efficiency of adaptive e-learning = Evaluation dynamique et rapide de l'expertise afin d'améliorer l'efficacité d'un apprentissage en ligne adaptatifKALYUGA, Slava; SWELLER, John.Educational technology research and development. 2005, Vol 53, Num 3, pp 83-93, issn 1042-1629, 11 p.Article

Attention cueing as a means to enhance learning from an animationDE KONING, Björn B; TABBERS, Huib K; RIKERS, Remy M. J. P et al.Applied cognitive psychology. 2007, Vol 21, Num 6, pp 731-746, issn 0888-4080, 16 p.Article

Animated pedagogical agents : Does their degree of embodiment impact learning from static or animated worked examples?LUSK, Mary Margaret; ATKINSON, Robert K.Applied cognitive psychology. 2007, Vol 21, Num 6, pp 747-764, issn 0888-4080, 18 p.Article