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

Computer-based tools for instructional design: An introduction to the special issue = Des outils informatiques pour de nouvelles méthodes pédagogiquesVAN MERRIENBOER, Jeroen J. G; MARTENS, Rob.Educational technology research and development. 2002, Vol 50, Num 4, pp 5-9, issn 1042-1629, 5 p.Article

Cognitive load theory in health professional education: design principles and strategiesVAN MERRIËNBOER, Jeroen J. G; SWELLER, John.Medical education (Oxford. Print). 2010, Vol 44, Num 1, pp 85-93, issn 0308-0110, 9 p.Article

The pedagogical use of information and communication technology in education: a Dutch perspectiveVAN MERRIENBOER, Jeroen J. G; BRAND-GRUWEL, Saskia.Computers in human behavior. 2005, Vol 21, Num 3, issn 0747-5632, 141 p.Serial Issue

A motivational perspective on the relation between mental effort and performance : Optimizing learner involvement in instruction = Une perspective motivationnelle sur la relation entre l'effort mental et la performance : optimiser l'implication de l'apprenant dans l'enseignementPAAS, Fred; TUOVINEN, Juhani E; VAN MERRIENBOER, Jeroen J. G et al.Educational technology research and development. 2005, Vol 53, Num 3, pp 25-34, issn 1042-1629, 10 p.Article

Observational learning from animated models : Effects of modality and reflection on transferWOUTERS, Pieter; PAAS, Fred; VAN MERRIËNBOER, Jeroen J. G et al.Contemporary educational psychology. 2009, Vol 34, Num 1, pp 1-8, issn 0361-476X, 8 p.Article

Selecting learning tasks : Effects of adaptation and shared control on learning efficiency and task involvementCORBALAN, Gemma; KESTER, Liesbeth; VAN MERRIËNBOER, Jeroen J. G et al.Contemporary educational psychology. 2008, Vol 33, Num 4, pp 733-756, issn 0361-476X, 24 p.Article

Just-in-time information presentation : Improving learning a troubleshooting skillKESTER, Liesbeth; KIRSCHNER, Paul A; VAN MERRIËNBOER, Jeroen J. G et al.Contemporary educational psychology. 2006, Vol 31, Num 2, pp 167-185, issn 0361-476X, 19 p.Article

Learner-controlled selection of tasks with different surface and structural features: Effects on transfer and efficiency : CURRENT RESEARCH TOPICS IN COGNITIVE LOAD THEORYCORBALAN, Gemma; KESTER, Liesbeth; VAN MERRIËNBOER, Jeroen J. G et al.Computers in human behavior. 2011, Vol 27, Num 1, pp 76-81, issn 0747-5632, 6 p.Article

The management of cognitive load during complex cognitive skill acquisition by means of computer-simulated problem solvingKESTER, Liesbeth; KIRSCHNER, Paul A; VAN MERRIËNBOER, Jeroen J. G et al.British Journal of Educational Psychology. 2005, Vol 75, pp 71-85, issn 0007-0998, 15 p., 1Article

Information presentation and troubleshooting in electrical circuits = Présentation des informations et diagnostic des anomalies dans les circuits électriquesKESTER, Liesbeth; KIRSCHNER, Paul A; VAN MERRIËNBOER, Jeroen J. G et al.International journal of science education. 2004, Vol 26, Num 2, pp 239-256, issn 0950-0693, 18 p.Article

Paradoxical effects of information presentation formats and contextual interference on transfer of a complex cognitive skillDE CROOCK, Marcel B. M; VAN MERRIËNBOER, Jeroen J. G.Computers in human behavior. 2007, Vol 23, Num 4, pp 1740-1761, issn 0747-5632, 22 p.Article

Combining shared control with variability over surface features : Effects on transfer test performance and task involvement : State of the art research into Cognitive Load TheoryCORBALAN, Gemma; KESTE, Liesbeth; VAN MERRIËNBOER, Jeroen J. G et al.Computers in human behavior. 2009, Vol 25, Num 2, pp 290-298, issn 0747-5632, 9 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

Research on cognitive load theory : Application to e-learning = Recherche sur la théorie du travail cognitif : application à l'apprentissage en ligneMORRISON, Gary R; ANGLIN, Gary.Educational technology research and development. 2005, Vol 53, Num 3, pp 94-104, issn 1042-1629, 11 p.Article

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

Cognitive load and learning effects of having students organize pictures and words in multimedia environments : The role of student interactivity and feedback = Travail cognitif et effets sur l'apprentissage de l'organisation par les étudiants des éléments graphiques et des mots dans un environnement multimédia : le rôle de l'interactivité de l'étudiant et du feedbackMORENO, Roxana; VALDEZ, Alfred.Educational technology research and development. 2005, Vol 53, Num 3, pp 35-45, issn 1042-1629, 11 p.Article

The function of annotations in the comprehension of scientific texts : Cognitive load effects and the impact of verbal ability = Le rôle des annotations dans la compréhension des textes scientifiques : l'impact du travail cognitif et l'impact des compétences verbalesWALLEN, Erik; PLASS, Jan L; BRüNKEN, Roland et al.Educational technology research and development. 2005, Vol 53, Num 3, pp 59-72, issn 1042-1629, 14 p.Article

Checklists improve experts' diagnostic decisionsSIBBALD, Matthew; DE BRUIN, Anique B. H; VAN MERRIENBOER, Jeroen J. G et al.Medical education (Oxford. Print). 2013, Vol 47, Num 3, pp 301-308, issn 0308-0110, 8 p.Article

Improving the development of instructional software : Three building-block solutions to interrelate design and productionBOOT, Eddy W; VAN MERRIËNBOER, Jeroen J. G; THEUNISSEN, Nicolet C. M et al.Computers in human behavior. 2008, Vol 24, Num 3, pp 1275-1292, issn 0747-5632, 18 p.Article

A comparison of approaches to learning task selection in the training of complex cognitive skillsSALDEN, Ron J. C. M; PAAS, Fred; VAN MERRIËNBOER, Jeroen J. G et al.Computers in human behavior. 2006, Vol 22, Num 3, pp 321-333, issn 0747-5632, 13 p.Article

ADAPT^IT: Tools for training design and evaluation = ADAPTiT : outils de création d'un environnement de formation et de son évaluationDE CROOCK, Marcel B. M; PAAS, Fred; SCHLANBUSCH, Henrik et al.Educational technology research and development. 2002, Vol 50, Num 4, pp 47-58, issn 1042-1629, 12 p.Article

Optimizing the number of steps in learning tasks for complex skillsNADOLSKI, Rob J; KIRSCHNER, Paul A; VAN MERRIËNBOER, Jeroen J. G et al.British Journal of Educational Psychology. 2005, Vol 75, pp 223-237, issn 0007-0998, 15 p., 2Article

Adapting prior knowledge activation: Mobilisation, perspective taking, and learners' prior knowledge : CURRENT RESEARCH TOPICS IN COGNITIVE LOAD THEORYWETZELS, Sandra A. J; KESTER, Liesbeth; VAN MERRIËNBOER, Jeroen J. G et al.Computers in human behavior. 2011, Vol 27, Num 1, pp 16-21, issn 0747-5632, 6 p.Article