Cognitive load theory is an instructional theory that uses our knowledge of human cognitive architecture, especially processing limitations of working memory, to enhance effectiveness of instructional design. This paper reviews main assumptions and principles of cognitive load theory and discusses their application to technology-based learning environments. The paper concludes with a brief introduction to the structure and content of this Special Issue.
|頁（從 - 到）||1-8|
|期刊||Educational Technology and Society|
|出版狀態||已發佈 - 2015|
ASJC Scopus subject areas
- 工程 (全部)