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Expertise reversal effect relates to the interactions between levels of learner prior knowledge and effectiveness of different instructional techniques and procedures. Designs and techniques that are effective with low-knowledge learners can lose...

This paper provides an overview of studies of the effects of learner prior knowledge on multimedia learning and describes new approaches to building learner-adapted multimedia environments based on those findings. On many occasions, multimedia...

The paper describes a study on applying dynamic online evaluation of efficiency of learner performance for individualizing e-learning. The suggested adaptive methodology for adjusting e-learning as learners gain knowledge is based on combining rapid ...

In this paper, we illustrate a cognitive-based model of instructional design with particular reference to educational animations. The practically-orientated model is an adaptation of Cognitive Load Theory to a real-world design scenario whereby an...

According to the modality effect, textual information accompanying pictures, animations, or simulations should be presented in an auditory rather than visual form. Within a cognitive load framework, the modality effect is explained by a more...

Conventional wisdom tells us that two modalities (visual and auditory) are better than one modality in any instructional message. This paper describes two cases where combining audio explanations with visual instructions has had negative rather...

Evidence-based approaches to the design of the next generation of interactive distance education need to take into account established multimedia learning principles. Cognitive load theory is a theory that has significantly contributed to the...

The described study investigated the effectiveness of an e-learning Web 2.0 course redesigned from the perspective of cognitive load theory. The analyzed variables were course wiki design features, levels of instructor support, levels of cognitive...

This concluding paper summarizes the main points and recommendations of the previous papers in this Special issue within a conceptual framework of cognitive load theory. Design of efficient interactive learning environments should take into account...

Spoken words have always been an important component of traditional instruction. With the development of modern educational technology tools, spoken text more often replaces or supplements written or on-screen textual representations. However, there ...

Inexperienced trade apprentices were presented with text in a visual-only manner and in both auditory and visual forms. Results show that the diagram-only presentation was the least intelligible, but after two specifically designed training sessions ...

Rapid cognitive diagnosis allows measuring current levels of learner domain-specific knowledge in online learning environments. Such measures are required for individualizing instructional support in real time, as students progress through a...

The process of knowledge elaboration is considered from the perspective of cognitive load theory. This theory assumes that the available knowledge structures in long-term memory (LTM) are used to organize and guide cognitive processing in complex...

This study investigated interactions between the isolated-interactive elements effect and levels of learner expertise with first year undergraduate university accounting students. The isolated-interactive elements effect occurs when learning is...