Integrating Cognitive Load Theory with Other Theories, within and beyond Educational Psychology

Autor/inn/en	Hanham, José; Castro-Alonso, Juan Cristobal; Chen, Ouhao
Titel	Integrating Cognitive Load Theory with Other Theories, within and beyond Educational Psychology
Quelle	In: British Journal of Educational Psychology, 93 (2023), S.239-250 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hanham, José) ORCID (Castro-Alonso, Juan Cristobal) ORCID (Chen, Ouhao)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12612
Schlagwörter	Cognitive Processes; Difficulty Level; Theories; Educational Psychology; Educational Research; Learning Processes; Influences; Integrated Activities; Educational Theories; Educational History; Interdisciplinary Approach + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Theory; Theorie; Erziehungspsychologie; Pädagogische Psychologie; Bildungsforschung; Pädagogische Forschung; Learning process; Lernprozess; Influence; Einfluss; Einflussfaktor; Integrierender Unterricht; Educational theory; Theory of education; Bildungstheorie; History of education; Bildungsgeschichte; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität
Abstract	Background and Aims: The long-standing aim of cognitive load theory (CLT) has been to generate instructional design principles that show teachers how to instruct students effectively, based on knowledge of the intricacies of human cognitive architecture. Historically, the focus of CLT has been on identifying cognitive processes related to learning and instruction. However, the theory has become more multidisciplinary over time, drawing on theoretical perspectives both within, and beyond, educational psychology. Results: This Editorial presents a brief historical overview of key developments in CLT and seven key themes that are pertinent to research on CLT. These themes are as follows: Level of Expertise, Cognitive Load Measurement, Embodied Cognition, Self-Regulated Learning, Emotion Induction, Replenishment of Working Memory, and Two Subprocessors of Working Memory. Summaries of the nine empirical contributions to the special issue are presented and discussed in relation to how they provide insight into one or more of these themes. Conclusions: Understanding the variables that impact student learning and instruction has always represented the core aim of CLT. The growing multidisciplinary features of CLT should provide researchers and practitioners with more holistic perspectives of the factors that predict student learning and, in turn, guide instructional design. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01