Learner and information characteristics in the design of powerful learning environments
Article first published online: 12 APR 2006
Copyright © 2006 John Wiley & Sons, Ltd.
Applied Cognitive Psychology
Special Issue: Themed Issue: Emerging Topics in Cognitive Load Research: Using Learner and Information Characteristics in the Design of Powerful Learning Environments
Volume 20, Issue 3, pages 281–285, April 2006
How to Cite
Paas, F. and Kester, L. (2006), Learner and information characteristics in the design of powerful learning environments. Appl. Cognit. Psychol., 20: 281–285. doi: 10.1002/acp.1244
- Issue published online: 12 APR 2006
- Article first published online: 12 APR 2006
This themed issue aims to present some current directions in cognitive load research. The contributions to this issue represent a compilation of symposia contributions to the 11th European Conference for Research on Learning and Instruction (EARLI), 2005, in Nicosia, Cyprus. These cognitive load symposia were focused on empirical and theoretical perspectives on designing powerful learning environments by aligning learner characteristics, information characteristics, or both with the knowledge structures underlying the cognitive architecture. This article provides an introduction to cognitive load theory and the instructional design consequences of these characteristics, and a short overview of the contributions to this issue. Copyright © 2006 John Wiley & Sons, Ltd.