Cognitive Load Theory

“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