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Emeritus Professor John Sweller

Emeritus Professor John Sweller

Emeritus Professor

BA PhD Adel, FASSA

Arts, Design & Architecture (ADA)
School of Education

John Sweller is an Emeritus Professor who is best known for formulating cognitive load theory which uses our knowledge of evolutionary psychology and human cognitive architecture as a base for instructional design. The theory is one of the most highly cited educational psychology theories. John Sweller received a Ph.D. from the University of Adelaide鈥檚 Department of Psychology in 1972 and a B.A. (Hons.) from the same institution in 1969. He has authored over 180 academic publications and is a Fellow of the Academy of Social Sciences in Australia.
Mobile
0432 555 764
Phone
+61 432 555 764
E-mail
j.sweller@unsw.edu.au
Location
132 Goodsell Building
  • Books | 2016
    Corno L; Winne PH; Paas FP; Renkl AR; Sweller JS, 2016, Educational Psychologist: A Special Issue of educational Psychologist: Volume 38,
    Books | 2011
    Sweller J; Ayres PL; Kalyuga S, 2011, Cognitive load theory, Springer, New York,
    Books | 2007
    Sweller J; Tricot A; Chanquoy L, 2007, La Charge Cognitive, Armand Colin, Paris
    Books | 2006
    Sweller J; Clark R; Nguyen F, 2006, Efficiency in Learning: Evidence-based Guidelines to Manage Cognitve Load, Pfeiffer, San Francisco, CA
    Books | 1999
    Sweller J, 1999, Instructional Design, ACER Press, Melbourne Vic
  • Book Chapters | 2024
    Sweller J, 2024, 'Cognitive load theory and the curriculum', in Research Handbook on Curriculum and Education, pp. 155 - 166,
    Book Chapters | 2023
    Sweller J, 2023, 'Cognitive Load Theory: What We Learn and How We Learn', in Learning, Design, and Technology: An International Compendium of Theory, Research, Practice, and Policy, pp. 137 - 152,
    Book Chapters | 2022
    Sweller J; Roussel S; Tricot A, 2022, 'Cognitive Load Theory and Instructional Design for Language Learning', in The Cambridge Handbook of Working Memory and Language, Cambridge University Press, pp. 859 - 880,
    Book Chapters | 2022
    Sweller J, 2022, 'Cognitive load theory', in International Encyclopedia of Education: Fourth Edition, pp. 127 - 134,
    Book Chapters | 2022
    Szulewski A; van Gog T; Paas F; Sweller J, 2022, 'Cognitive load theory: researching and planning teaching to maximise learning', in , Wiley, pp. 303 - 314,
    Book Chapters | 2021
    Castro-Alonso JC; Sweller J, 2021, 'The Modality Principle in Multimedia Learning', in The Cambridge Handbook of Multimedia Learning, Cambridge University Press, pp. 261 - 267,
    Book Chapters | 2021
    Kalyuga S; Sweller J, 2021, 'The Redundancy Principle in Multimedia Learning', in The Cambridge Handbook of Multimedia Learning, Cambridge University Press, pp. 212 - 220,
    Book Chapters | 2021
    Paas F; Sweller J, 2021, 'Implications of Cognitive Load Theory for Multimedia Learning', in The Cambridge Handbook of Multimedia Learning, Cambridge University Press, pp. 73 - 81,
    Book Chapters | 2021
    Sweller J, 2021, 'Instructional Design', in Encyclopedia of Evolutionary Psychological Science, Springer International Publishing, pp. 4159 - 4163,
    Book Chapters | 2019
    Ayres P; Juan C. C-A; Wong M; Marcus N; Paas F, 2019, 'Factors That Impact on The Effectiveness of Instructional Animations.', in Tindall-Ford S; Agostinho S; Sweller J (ed.), Advances in Cognitive Load Theory Rethinking Teaching, Routledge, London,
    Book Chapters | 2019
    Castro-Alonso J-C; Ayres P; Sweller J, 2019, 'Instructional visualizations, cognitive load theory, and visuospatial processing', in Visuospatial Processing for Education in Health and Natural Sciences, Springer, pp. 111 - 143,
    Book Chapters | 2019
    Leahy W; Sweller J, 2019, 'THE CENTRALITY OF ELEMENT INTERACTIVITY TO COGNITIVE LOAD THEORY', in Advances in Cognitive Load Theory: Rethinking Teaching, pp. 221 - 232,
    Book Chapters | 2019
    Sweller J; Tindall-Ford S; Agostinho S, 2019, 'Conclusions', in Advances in Cognitive Load Theory, Routledge, pp. 223 - 238,
    Book Chapters | 2019
    Sweller J, 2019, 'Human problem solving and instructional design', in Askell-Williams H; Orrell J (ed.), Problem Solving for Teaching and Learning: A Festschrift for Emeritus Professor Mike Lawson, Routledge, London, pp. 25 - 33,
    Book Chapters | 2018
    Kalyuga S; Sweller J, 2018, 'Cognitive load and expertise reversal', in Ericsson K; Hoffman R; Kozbelt A; Williams M (ed.), The Cambridge Handbook of Expertise and Expert Performance, Cambridge University Press, pp. 793 - 811
    Book Chapters | 2017
    Sweller J, 2017, 'The role of independent measures of load in cognitive load theory', in Cognitive Load Measurement and Application: A Theoretical Framework for Meaningful Research and Practice, pp. 3 - 8,
    Book Chapters | 2016
    Sweller J; Harry E, 2016, 'Cognitive load theory and patient safety', in Ruskin K; Stiegler M; Rosenbaum S (ed.), Quality and Safety in Anesthesia and Perioperative Care, Oxford University Press, NY, pp. 16 - 21
    Book Chapters | 2016
    Sweller J, 2016, 'Cognitive Load Theory: What We Learn and How We Learn', in Learning, Design, and Technology, Springer International Publishing, pp. 1 - 17,
    Book Chapters | 2016
    Sweller J, 2016, 'Cognitive load theory, evolutionary educational psychology, and instructional design', in Geary DC; Berch DB (ed.), Evolutionary Perspectives on Child Development and Education, pp. 291 - 306,
    Book Chapters | 2015
    Kyun S; Kalyuga S; Sweller J, 2015, 'The use of worked examples and other forms of explicit guidance in ill-structured problem domains', in Frascara J (ed.), Information Design As Principled Action: Making information accessible, relevant, understandable, and usable, Common Ground Publishing, Champaign, Illinois, USA, pp. 57 - 66,
    Book Chapters | 2015
    Leppink J; van Gog T; Paas F; Sweller J, 2015, 'Cognitive load theory: Researching and planning teaching to maximise learning', in Cleland J; Durning S (ed.), Researching Medical Education, Wiley Blackwell, Oxford, pp. 207 - 218,
    Book Chapters | 2014
    Ayres P; Sweller J, 2014, 'The split-attention principle in multimedia learning', in The Cambridge Handbook of Multimedia Learning (2nd edition), Cambridge University Press, New York, pp. 206 - 226,
    Book Chapters | 2014
    Kalyuga S; Sweller J, 2014, 'The redundancy principle in multimedia learning', in The Cambridge Handbook of Multimedia Learning, Second Edition, pp. 247 - 262,
    Book Chapters | 2014
    Kalyuga S; Sweller J, 2014, 'The redundancy principle in multimedia learning', in Mayer RE (ed.), The Cambridge Handbook of Multimedia Learning, edn. 1, Cambridge University Press, Cambridge, pp. 247 - 262,
    Book Chapters | 2014
    Low R; Sweller J, 2014, 'The modality principle in multimedia learning', in Mayer RE (ed.), The Cambridge handbook of multimedia learning, Cambridge University Press, NY, pp. 227 - 246,
    Book Chapters | 2014
    Paas F; Sweller J, 2014, 'Implications of cognitive load theory for multimedia learning', in Mayer RE (ed.), The Cambridge handbook of multimedia learning, Cambridge University Press, NY, pp. 27 - 42,
    Book Chapters | 2013
    Ayres P; Sweller J, 2013, 'Worked examples', in Hattie J; Anderman EM (ed.), International Guide to Student Achievement, Routledge, Oxford, pp. 408 - 410
    Book Chapters | 2013
    Low R; Jin P ; Sweller J , 2013, 'Some Instructional Consequences of Logical Relations Between Multiple Sources of Information', in Schraw G ; McCrudden MT ; Robinson D (ed.), Learning Through Visual Displays, Information Age Publishing, Charlotte, NC, pp. 23 - 45
    Book Chapters | 2013
    Low R; Jin P; Sweller J, 2013, 'Instructional design in digital environments and availability of mental resources for the aged subpopulation', in Assistive Technologies: Concepts, Methodologies, Tools, and Applications, pp. 1131 - 1154,
    Book Chapters | 2013
    Low R; Low, R ; Sweller, J , 2013, 'Instructional Design in Digital Environments and Availability of Mental Resources for the Aged Subpopulation', in Zheng RZ ; Hill RD ; Gardner MK (ed.), Engaging Older Adults with Modern Technology: Internet Use and Information Access Needs, Information Science Reference, Hershey, PA, pp. 81 - 104,
    Book Chapters | 2013
    Sweller J; van Merri毛nboer JJG, 2013, 'Instructional design for medical education', in Walsh K (ed.), Oxford Textbook of Medical Education, Oxford University Press, Oxford, pp. 74 - 85
    Book Chapters | 2012
    Low R; Jin P; Sweller J, 2012, 'Digital assessment of the acquisition and utility of biologically secondary knowledge: Perspectives based on human cognitive architecture', in Mayrath M; Clarke Midura J; Robinson D; Schraw G (ed.), Technology-based assessment for 21st Century Skills: Theoretical and practical implications from modern research, Information Age Publishing, Charlotte, NC, pp. 285 - 304,
    Book Chapters | 2012
    Sweller J, 2012, 'Cognitive Load Theory', in Encyclopedia of the Sciences of Learning, Springer US, pp. 601 - 605,
    Book Chapters | 2012
    Sweller J, 2012, 'De Groot's lesson', in Contemporary debates in childhood education and development, Routledge, NY USA, pp. 19 - 24
    Book Chapters | 2012
    Sweller J, 2012, 'Human cognitive architecture', in Harris KR; Graham S; Urdan T (ed.), APA Educational Psychology Handbook, American Psychological Association, Washington, DC, pp. 295 - 326,
    Book Chapters | 2012
    Sweller J, 2012, 'Human cognitive architecture: Why some instructional procedures work and others do not', in Harris KR; Graham S; Urdan T; McCormick CB; Sinatra GM; Sweller J (ed.), APA Educational Psychology Handbook. Volume 1 Theories, Constructs and Critical Issues, American Psychological Association, Washington, DC, pp. 295 - 325,
    Book Chapters | 2011
    Low R; Jin P; Sweller J, 2011, 'Chapter 4 Cognitive load theory, attentional processes and optimized learning outcomes in a digital environment', in Roda C (ed.), Human Attention in Digital Environments, Cambridge University Press, United Kingdom, pp. 93 - 113
    Book Chapters | 2011
    Low R; Jin P; Sweller J, 2011, 'Chapter 6 How research in educational psychology has contributed to instructional procedures: the case of cognitive load theory', in Rubies-Davies CM (ed.), Educational psychology concepts, research and challenges, Routledge, London, pp. 87 - 101
    Book Chapters | 2011
    Sweller J; Mann L, 2011, 'The psychology of creativity and its educational consequences.', in Mann L; Chan J (ed.), Creativity and innovation in business and beyond: Social science perspectives and policy implications, Routledge, New York, pp. 223 - 238,
    Book Chapters | 2011
    Sweller J; Rubie-Davies CM, 2011, 'Some potential influences of educational psychology on educational research', in Rubies-Davies CM (ed.), Educational psychology concepts, research and challenges, Routledge, London, pp. 268 - 270
    Book Chapters | 2011
    Sweller J, 2011, 'Cognitive load theory', in Mestre J; Ross BH (ed.), Cognition in education, vol 55 (The psychology of learning and motivation), Academic Press, Oxford, pp. 37 - 76,
    Book Chapters | 2010
    Low R; Jin P; Sweller J, 2010, 'How research in educational psychology has contributed to instructional procedures: The case of cognitive load theory', in Educational Psychology: Concepts, Research and Challenges, pp. 87 - 101,
    Book Chapters | 2010
    Low R; Jin P; Sweller J, 2010, 'Learner鈥檚 cognitive load when using educational technology', in Van Eck R (ed.), Gaming and cognition: Theories and practice from learning, IGI Global, Hershey, PA, USA, pp. 169 - 188,
    Book Chapters | 2010
    Sweller J; Rubie-Davies CM, 2010, 'Conclusion: Some potential influences of educational psychology on educational research', in Educational Psychology: Concepts, Research and Challenges, pp. 268 - 270,
    Book Chapters | 2010
    Sweller J, 2010, 'All Is in Order', in In Order to Learn: How the sequence of topics influences learning,
    Book Chapters | 2010
    Sweller J, 2010, 'Cognitive load theory: Recent theoretical advances', in Plass J; Moreno R; Brunken R (ed.), Cognitive Load Theory, Cambridge University Press, New York, pp. 29 - 47
    Book Chapters | 2009
    Low R; Jin P; Sweller J, 2009, 'Cognitive architecture and instructional design in a multimedia context (Chapter I)', in Zheng RZ (ed.), Cognitive Effects of Multimedia Learning, IGI Global, Hershey, PA, USA, pp. 1 - 18
    Book Chapters | 2009
    Sweller J, 2009, 'What human cognitive architecture tells us about constructivism', in Tobias S; Duffy T (ed.), Constructivist instruction: Success or failure, Routledge, USA, pp. 127 - 143
    Book Chapters | 2008
    Pass F; Gog TV; Kirschner F; Marcus N; Ayres PL; Sweller J, 2008, 'Interdisciplinary Perspectives on Cognitive Load Research as a Key to Tackle Challenges', in Zumbach J (ed.), Beyond Knowledge: The Legacy of Competence, edn. 1, Springer, Speringr-Veriag New York, pp. 1 - 9,
    Book Chapters | 2008
    Sweller J, 2008, 'Human Cognitive Architecture', in Spector J; Merrill M; Van Merrienboer J; Driscoll M (ed.), Handbook of Research on Educational Communications and Technology, Erlbaum, NY, pp. 369 - 381
    Book Chapters | 2007
    Sweller J, 2007, 'All is in order', in Ritter F; Norb J; Lehtinen E; O'Shea T (ed.), In Order to Learn: How the sequence of topics influences learning, Oxford University Press, New York, pp. 215 - 224
    Book Chapters | 2007
    Sweller J, 2007, 'Evolutionary biology and educational psychology', in Carlson JS; Levin JR (ed.), Educating the evolved mind: Conceptual foundations for an evolutionary educational pscyhology, Information Age Publishing, North Carolina, USA, pp. 165 - 175
    Book Chapters | 2006
    Sweller J, 2006, 'How the human system deals with complexity', in Elen J; Clark RE (ed.), Handling Complexity in Learning Environments: Theory and Research, Elsevier Science, Amsterdam, pp. 13 - 25
    Book Chapters | 2006
    Sweller J, 2006, 'Learning Aids and Strategies', in , Wiley,
    Book Chapters | 2006
    Sweller J, 2006, 'Why understanding instructional design requires an understanding of human cognitive evolution', in Web-Based Learning: Theory, Research and Practice, Erlbaum Associates, Hillsdale, NJ, pp. 279 - 295
    Book Chapters | 2005
    Sweller J, 2005, 'Implications of Cognitive Load Theory for Multimedia Learning', in Mayer RE (ed.), Cambridge Handbook of Multimedia Learning, Cambridge University Press, New York, pp. 19 - 30
    Book Chapters | 2004
    Leahy W; Cooper G; Sweller J, 2004, 'Interactivity and the Constraints of Cognitive Load Theory', in Peacock A; Cleghorn A (ed.), MISSING THE MEANING: THE DEVELOPMENT AND USE OF PRINT AND NON-PRINT TEXT MATERIALS IN DIVERSE SCHOOL SETTINGS, PALGRAVE, pp. 89 - 103,
    Book Chapters | 2003
    Sweller J, 2003, 'Evolution of human cognitive architecture', in Ross B (ed.), The Psychology of Learning and Motivation: Advances in Research and Theory, vol 43, Academic Press, San Diego, California, pp. 215 - 266,
    Book Chapters | 1997
    Kalyuga S; Chandler P; Sweller J, 1997, 'Levels of Expertise and User-Adapted Formats of Instructional Presentations: A Cognitive Load Approach', in User Modeling, Springer Vienna, pp. 261 - 272,
  • Journal articles | 2024
    Chen O; Kai Yin Chan B; Anderson E; O'sullivan R; Jay T; Ouwehand K; Paas F; Sweller J, 2024, 'The effect of element interactivity and mental rehearsal on working memory resource depletion and the spacing effect', Contemporary Educational Psychology, 77,
    Journal articles | 2024
    Sweller J; Zhang L; Ashman G; Cobern W; Kirschner PA, 2024, 'Response to De Jong et al.鈥檚 (2023) paper 鈥淟et's talk evidence 鈥 The case for combining inquiry-based and direct instruction鈥', Educational Research Review, 42,
    Journal articles | 2024
    Sweller J, 2024, 'Cognitive load theory and individual differences', Learning and Individual Differences, 110,
    Journal articles | 2024
    Zhang L; Kirschner PA; Cobern WW; Sweller J, 2024, 'Correction to: There is an Evidence Crisis in Science Educational Policy (Educational Psychology Review, (2022), 34, 2, (1157-1176), 10.1007/s10648-021-09646-1)', Educational Psychology Review, 36,
    Journal articles | 2024
    Zhang L; Sweller J, 2024, 'Instructional sequences in science teaching: considering element interactivity when sequencing inquiry-based investigation activities and explicit instruction', European Journal of Psychology of Education, 39, pp. 3791 - 3801,
    Journal articles | 2023
    Castro-Alonso JC; Hidalgo AA; Sweller J, 2023, 'Biological evolution and human cognition are analogous information processing systems', Frontiers in Psychology, 14,
    Journal articles | 2023
    Chen O; Paas F; Sweller J, 2023, 'A Cognitive Load Theory Approach to Defining and Measuring Task Complexity Through Element Interactivity', Educational Psychology Review, 35,
    Journal articles | 2023
    Chen O; Retnowati E; Castro-Alonso JC; Paas F; Sweller J, 2023, 'The Relationship between Interleaving and Variability Effects: A Cognitive Load Theory Perspective', Education Sciences, 13,
    Journal articles | 2023
    Ignatova O; Kalyuga S; Sweller J, 2023, 'The imagination effect when using textual or diagrammatic material to learn a second language', Language Teaching Research, 27, pp. 995 - 1015,
    Journal articles | 2023
    Sweller J, 2023, 'Discussion of the special issue on cognitive load theory', British Journal of Educational Psychology, 93, pp. 402 - 410,
    Journal articles | 2023
    Sweller J, 2023, 'The Development of Cognitive Load Theory: Replication Crises and Incorporation of Other Theories Can Lead to Theory Expansion', Educational Psychology Review, 35,
    Journal articles | 2023
    Zambrano听R. J; Kirschner F; Sweller J; Kirschner PA, 2023, 'Effect of task-based group experience on collaborative learning: Exploring the transaction activities', British Journal of Educational Psychology, 93, pp. 879 - 902,
    Journal articles | 2022
    Chen O; Paas F; Sweller J, 2022, 'Reply to Sana et al.鈥檚 (2022) Commentary on Rest-from-Deliberate-Learning as a Mechanism for the Spacing Effect', Educational Psychology Review, 34, pp. 1851 - 1858,
    Journal articles | 2022
    Darejeh A; Marcus N; Sweller J, 2022, 'Increasing learner interactions with E-learning systems can either decrease or increase cognitive load depending on the nature of the interaction', L鈥橝nn茅e psychologique/Topics in Cognitive Psychology, 122, pp. 405 - 437,
    Journal articles | 2022
    Roussel S; Tricot A; Sweller J, 2022, 'The advantages of listening to academic content in a second language may be outweighed by disadvantages: A cognitive load theory approach', British Journal of Educational Psychology, 92,
    Journal articles | 2022
    Sweller J, 2022, 'The Role of Evolutionary Psychology in Our Understanding of Human Cognition: Consequences for Cognitive Load Theory and Instructional Procedures', Educational Psychology Review, 34, pp. 2229 - 2241,
    Journal articles | 2022
    Zhang L; Kirschner PA; Cobern WW; Sweller J, 2022, 'There is an Evidence Crisis in Science Educational Policy', Educational Psychology Review, 34, pp. 1157 - 1176,
    Journal articles | 2021
    Chen O; Paas F; Sweller J, 2021, 'Spacing and Interleaving Effects Require Distinct Theoretical Bases: a Systematic Review Testing the Cognitive Load and Discriminative-Contrast Hypotheses', Educational Psychology Review, 33, pp. 1499 - 1522,
    Journal articles | 2021
    Darejeh A; Marcus N; Sweller J, 2021, 'The effect of narrative-based E-learning systems on novice users鈥 cognitive load while learning software applications', Educational Technology Research and Development, 69, pp. 2451 - 2473,
    Journal articles | 2021
    Jiang D; Kalyuga S; Sweller J, 2021, 'Comparing face-to-face and computer-mediated collaboration when teaching EFL writing skills', Educational Psychology, 41, pp. 5 - 24,
    Journal articles | 2021
    King R; Blayney P; Sweller J, 2021, 'How language background impacts learners studying International Financial Reporting Standards: a cognitive load theory perspective', Accounting Education, 30, pp. 439 - 450,
    Journal articles | 2021
    Szulewski A; Howes D; Van Merri毛nboer JJG; Sweller J, 2021, 'From Theory to Practice: The Application of Cognitive Load Theory to the Practice of Medicine', Academic Medicine, 96, pp. 24 - 30,
    Journal articles | 2021
    Xu KM; Koorn P; de Koning B; Skuballa IT; Lin L; Henderikx M; Marsh HW; Sweller J; Paas F, 2021, 'A Growth Mindset Lowers Perceived Cognitive Load and Improves Learning: Integrating Motivation to Cognitive Load', Journal of Educational Psychology, 113, pp. 1177 - 1191,
    Journal articles | 2020
    Ashman G; Kalyuga S; Sweller J, 2020, 'Problem-solving or Explicit Instruction: Which Should Go First When Element Interactivity Is High?', Educational Psychology Review, 32, pp. 229 - 247,
    Journal articles | 2020
    Lu J; Kalyuga S; Sweller J, 2020, 'Altering element interactivity and variability in example-practice sequences to enhance learning to write Chinese characters', Applied Cognitive Psychology, 34, pp. 837 - 843,
    Journal articles | 2020
    Sweller J, 2020, 'Cognitive load theory and educational technology', Educational Technology Research and Development, 68, pp. 1 - 16,
    Journal articles | 2019
    Leahy W; Sweller J, 2019, 'Cognitive Load Theory, Resource Depletion and the Delayed Testing Effect', Educational Psychology Review, 31, pp. 457 - 478,
    Journal articles | 2019
    Likourezos V; Kalyuga S; Sweller J, 2019, 'The Variability Effect: When Instructional Variability Is Advantageous', Educational Psychology Review, 31, pp. 479 - 497,
    Journal articles | 2019
    Sweller J; van Merri毛nboer JJG; Paas F, 2019, 'Cognitive Architecture and Instructional Design: 20听Years Later', Educational Psychology Review, 31, pp. 261 - 292,
    Journal articles | 2019
    Zambrano J; Kirschner F; Sweller J; Kirschner PA, 2019, 'Effects of group experience and information distribution on collaborative learning', Instructional Science, 47, pp. 531 - 550,
    Journal articles | 2019
    Zambrano R. J; Kirschner F; Sweller J; Kirschner PA, 2019, 'Effects of prior knowledge on collaborative and individual learning', Learning and Instruction, 63,
    Journal articles | 2018
    Chen O; Castro-Alonso JC; Paas F; Sweller J, 2018, 'Extending Cognitive Load Theory to Incorporate Working Memory Resource Depletion: Evidence from the Spacing Effect', Educational Psychology Review, 30, pp. 483 - 501,
    Journal articles | 2018
    Chen O; Castro-Alonso JC; Paas F; Sweller J, 2018, 'Undesirable difficulty effects in the learning of high-element interactivity materials', Frontiers in Psychology, 9,
    Journal articles | 2018
    Jiang D; Kalyuga S; Sweller J, 2018, 'The Curious Case of Improving Foreign Language Listening Skills by Reading Rather than Listening: an Expertise Reversal Effect', Educational Psychology Review, 30, pp. 1139 - 1165,
    Journal articles | 2018
    Kirschner PA; Sweller J; Kirschner F; Zambrano JR, 2018, 'From Cognitive Load Theory to Collaborative Cognitive Load Theory', International Journal of Computer-Supported Collaborative Learning, 13, pp. 213 - 233,
    Journal articles | 2018
    Retnowati E; Ayres P; Sweller J, 2018, 'Collaborative learning effects when students have complete or incomplete knowledge', Applied Cognitive Psychology, 32, pp. 681 - 692,
    Journal articles | 2018
    Sweller J, 2018, 'Measuring cognitive load', Perspectives on Medical Education, 7,
    Journal articles | 2017
    Chen O; Woolcott G; Sweller J, 2017, 'Using cognitive load theory to structure computer-based learning including MOOCs', Journal of Computer Assisted Learning, 33, pp. 293 - 305,
    Journal articles | 2017
    Hanham J; Leahy W; Sweller J, 2017, 'Cognitive Load Theory, Element Interactivity, and the Testing and Reverse Testing Effects', Applied Cognitive Psychology, 31, pp. 265 - 280,
    Journal articles | 2017
    Retnowati E; Ayres P; Sweller J, 2017, 'Can collaborative learning improve the effectiveness of worked examples in learning mathematics?', Journal of Educational Psychology, 109, pp. 666 - 679,
    Journal articles | 2017
    Roussel S; Joulia D; Tricot A; Sweller J, 2017, 'Learning subject content through a foreign language should not ignore human cognitive architecture: A cognitive load theory approach', Learning and Instruction, 52, pp. 69 - 79,
    Journal articles | 2017
    Sweller J; Paas F, 2017, 'Should self-regulated learning be integrated with cognitive load theory? A commentary', Learning and Instruction, 51, pp. 85 - 89,
    Journal articles | 2016
    Blayney P; Kalyuga S; Sweller J, 2016, 'The impact of complexity on the expertise reversal effect: experimental evidence from testing accounting students', Educational Psychology, 36, pp. 1868 - 1885,
    Journal articles | 2016
    Chen O; Kalyuga S ; Sweller J , 2016, 'The Expertise Reversal Effect is a Variant of the More General Element Interactivity Effect', Educational Psychology Review,
    Journal articles | 2016
    Chen O; Kalyuga S; Sweller J, 2016, 'When instructional guidance is needed', Educational and Developmental Psychologist, 33, pp. 149 - 162,
    Journal articles | 2016
    Chen O; Slava Klayuga ; John Sweller , 2016, 'Relations between the worked example and generation effects on immediate and delayed tests', Learning and Instruction, pp. 20 - 30,
    Journal articles | 2016
    Di Mascio R; Kalyuga S; Sweller J, 2016, 'The Effect of Wording and Placement of Task Instructions on Problem-Solving Creativity', Journal of Creative Behavior, pp. 1 - 19,
    Journal articles | 2016
    Leahy W; Sweller J, 2016, 'Cognitive load theory and the effects of transient information on the modality effect', Instructional Science, 44, pp. 107 - 123,
    Journal articles | 2016
    Sweller J, 2016, 'Working Memory, Long-term Memory, and Instructional Design', Journal of Applied Research in Memory and Cognition, 5, pp. 360 - 367,
    Journal articles | 2016
    Tricot A; Sweller J, 2016, 'La c茅cit茅 aux connaissances sp茅cifiques', 脡ducation et didactique, 10, pp. 9 - 26,
    Journal articles | 2015
    Blayney P; Kalyuga S; Sweller J, 2015, 'Using Cognitive Load Theory to Tailor Instruction to Levels of Accounting Students鈥 Expertise', Journal of Educational Technology & Society, 18, pp. 199 - 210
    Journal articles | 2015
    Bokosmaty S; Sweller J; Kalyuga S, 2015, 'Learning Geometry Problem Solving by Studying Worked Examples: Effects of Learner Guidance and Expertise', American Educational Research Journal, 52, pp. 307 - 333,
    Journal articles | 2015
    Chen O; Kalyuga S; Sweller J, 2015, 'The Worked Example Effect, the Generation Effect, and Element Interactivity.', Journal of Educational Psychology, 107, pp. 689 - 704,
    Journal articles | 2015
    Fraser KL; Ayres P; Sweller J, 2015, 'Cognitive load theory for the design of medical simulations', Simulation in Healthcare, 10, pp. 295 - 307,
    Journal articles | 2015
    Hsu C-Y; Kalyuga S; Sweller J, 2015, 'When should guidance be presented in physics instruction?', Archives of Scientific Psychology, 3, pp. 37 - 53,
    Journal articles | 2015
    Hsu Y; Gao Y; Liu TC; Sweller J, 2015, 'Interactions between levels of instructional detail and expertise when learning with computer simulations', Educational Technology and Society, 18, pp. 113 - 127
    Journal articles | 2015
    Leahy W; Hanham J; Sweller J, 2015, 'High Element Interactivity Information During Problem Solving may Lead to Failure to Obtain the Testing Effect', Educational Psychology Review, 27, pp. 291 - 304,
    Journal articles | 2015
    Leahy W; Sweller J, 2015, 'Cognitive load theory and the effects of transient information on the modality effect', Instructional Science,
    Journal articles | 2015
    Lin YC; Liu TC; Sweller J, 2015, 'Improving the frame design of computer simulations for learning: Determining the primacy of the isolated elements or the transient information effects', Computers and Education, 88, pp. 280 - 291,
    Journal articles | 2015
    Sweller J, 2015, 'In Academe, What Is Learned, and How Is It Learned?', Current Directions in Psychological Science, 24, pp. 190 - 194,
    Journal articles | 2015
    van Gog T; Sweller J, 2015, 'Not New, but Nearly Forgotten: the Testing Effect Decreases or even Disappears as the Complexity of Learning Materials Increases', Educational Psychology Review, 27, pp. 247 - 264,
    Journal articles | 2014
    Pachman M; Sweller J; Kalyuga S, 2014, 'Effectiveness of combining worked examples and deliberate practice for high school geometry', Applied Cognitive Psychology, 28, pp. 685 - 692,
    Journal articles | 2014
    Tricot A; Sweller J, 2014, 'Domain-Specific Knowledge and Why Teaching Generic Skills Does Not Work', Educational Psychology Review, 26, pp. 265 - 283,
    Journal articles | 2014
    Youssef-Shalala A; Ayres P; Schubert C; Sweller J, 2014, 'Using a general problem-solving strategy to promote transfer', Journal of Experimental Psychology: Applied, 20, pp. 215 - 231,
    Journal articles | 2013
    Gao Y; Jin P ; Sweller, J ; Low, R , 2013, 'Effects of speaker variability on learning foreign-accented english for EFL learners', Journal of Educational Psychology, 105, pp. 649 - 665,
    Journal articles | 2013
    Kyun S; Kalyuga S; Sweller J, 2013, 'The effect of worked examples when learning to write essays in English literature', Journal of Experimental Education, 81, pp. 385 - 408,
    Journal articles | 2013
    Ng HK; Kalyuga S; Sweller J, 2013, 'Reducing transience during animation: a cognitive load perspective', Educational Psychology, 33, pp. 755 - 772,
    Journal articles | 2013
    Pachman M; Sweller J; Kalyuga S, 2013, 'Levels of knowledge and deliberate practice', Journal of Experimental Psychology: Applied, 19, pp. 108 - 119,
    Journal articles | 2012
    Leslie K; Low R; Jin P; Sweller J, 2012, 'Redundancy and expertise reversal effects when using educational technology to learn primary school science', Etr&D - Educational Technology Research and Development, 60, pp. 1 - 13,
    Journal articles | 2012
    Moussa-inaty J; Ayres PL; Sweller J, 2012, 'Improving listening skills in English as a foreign language by reading rather than listening: A cognitive load perspective', Applied Cognitive Psychology, 26, pp. 391 - 402,
    Journal articles | 2012
    Paas F; Sweller J, 2012, 'An Evolutionary Upgrade of Cognitive Load Theory: Using the Human Motor System and Collaboration to Support the Learning of Complex Cognitive Tasks', Educational Psychology Review, 24, pp. 27 - 45,
    Journal articles | 2012
    Wong A; Leahy W; Marcus N; Sweller J, 2012, 'Cognitive load theory, the transient information effect and e-learning', Learning and Instruction, 22, pp. 449 - 457,
    Journal articles | 2012
    Youssef A; Ayres P; Sweller J, 2012, 'Using general problem-solving strategies to generate ideas in order to solve geography problems', Applied Cognitive Psychology, 26, pp. 848 - 853,
    Journal articles | 2011
    Baillie A; Proudfoot H; Knight R; Peters L; Sweller J; Schwartz S; Pachana N, 2011, 'Teaching methods to complement competencies in reducing the "junkyard" curriculum in clinical psychology', Australian Psychologist, 46, pp. 90 - 100,
    Journal articles | 2011
    Leahy WM; Sweller J, 2011, 'Cognitive load theory, modality of presentation and the transient information effect', Applied Cognitive Psychology, 25, pp. 951,
    Journal articles | 2010
    Gog TV; Pass F; Sweller J, 2010, 'Cognitive load theory: Advances in research on worked examples, animations and cognitive load measurement', Educational Psychology Review, 22, pp. 375 - 378
    Journal articles | 2010
    Paas F; Gog TV; Sweller J, 2010, 'Cognitive load theory: New conceptualizations, specifications, and integrated research perspectives', Educational Psychology Review, 22, pp. 115 - 121,
    Journal articles | 2010
    Retnowati E; Ayres PL; Sweller J, 2010, 'Worked example effects in individual and group work settings', Educational Psychology, 30, pp. 349 - 367,
    Journal articles | 2010
    Sweller J; Clark R; Kirschner P, 2010, 'Teaching general problem solving skills is not a substitute for, or a viable addition to, teaching mathematics', Notices of the American Mathematical Society, 57, pp. 1303 - 1304
    Journal articles | 2010
    Sweller J, 2010, 'Cognitive load theory in health professional education: Design principles and strategies', Medical Education, 44, pp. 85 - 93,
    Journal articles | 2010
    Sweller J, 2010, 'Element interactivity and intrinsic, extraneous and germane cognitive load', Educational Psychology Review, 22,
    Journal articles | 2010
    Torcasio S; Sweller J, 2010, 'The use of illustrations when learning to read: A cognitive load theory approach', Applied Cognitive Psychology, pp. 659 - 672,
    Journal articles | 2010
    Torcasio S; Sweller J, 2010, 'The use of illustrations when learning to read: A cognitive load theory approach', Applied Cognitive Psychology, 24, pp. 659 - 672,
    Journal articles | 2009
    Blayney P; Kalyuga S; Sweller J, 2009, 'Interactions between the isolated-interactive elements effect and levels of learner expertise: experimental evidence from an accountancy class', Instructional Science, 38, pp. 277 - 287,
    Journal articles | 2009
    Rourke AJ; Sweller J, 2009, 'The worked-example effect using ill-defined problems: Learning to recognise designers` styles', Learning and Instruction, 19, pp. 185 - 199
    Journal articles | 2009
    Sweller J, 2009, 'Cognitive bases of human creativity', Educational Psychology Review, 21, pp. 11 - 19,
    Journal articles | 2009
    Van Gog T; Paas F; Marcus N; Ayres PL; Sweller J, 2009, 'The mirror neuron system and observational learning: Implications for the effectiveness of dynamic visualizations', Educational Psychology Review, 21, pp. 21 - 30,
    Journal articles | 2009
    Wong A; Marcus N; Ayres PL; Sweller J, 2009, 'Instructional animations can be superior to statics when learning human motor skills', Computers in Human Behavior, 25, pp. 339 - 347,
    Journal articles | 2008
    Kissane MR; Kalyuga S; Chandler PA; Sweller J, 2008, 'The consequences of fading instructional guidance on delayed performance: the case of financial services training', Educational Psychology, 28, pp. 809 - 822
    Journal articles | 2008
    Leahy WM; Sweller J, 2008, 'The imagination effect increases with an increased intrinsic cognitive load', Applied Cognitive Psychology, 22, pp. 273 - 283,
    Journal articles | 2008
    Owens PD; Sweller J, 2008, 'Cognitive load theory and music instruction', Educational Psychology, 28, pp. 29 - 45,
    Journal articles | 2008
    Paas F; Van Gog T; Kirschner F; Marcus N; Ayres P; Sweller J, 2008, 'Interdisciplinary perspectives on cognitive load research as a key to tackle challenges of contemporary education', , pp. 7 - 9,
    Journal articles | 2008
    Sweller J, 2008, 'Instructional Implications of David C. Geary`s Evolutionary Educational Psychology', Educational Psychologist, 43, pp. 214 - 216
    Journal articles | 2007
    Diao Y; Chandler PA; Sweller J, 2007, 'The effect of written text on comprehension of spoken English as a foreign language', American Journal of Psychology, 120, pp. 237 - 261
    Journal articles | 2007
    Hasler BS; Kersten B; Sweller J, 2007, 'Learner control, cognitive load and instructional animation', Applied Cognitive Psychology, 21, pp. 713 - 729,
    Journal articles | 2007
    Sweller J; Diao Y, 2007, 'Redundancy in foreign language reading comprehension instruction: Concurrent written and spoken presentations', Learning and Instruction, 17, pp. 78 - 88
    Journal articles | 2007
    Sweller J; Kirschner P; Clark RE, 2007, 'Why Minimally Guided Teaching Techniques Do Not Work: A Reply to Commentaries', Educational Psychologist, 42, pp. 115 - 121
    Journal articles | 2006
    Kirschner P; Sweller J; Clark RK, 2006, 'Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching', Educational Psychologist, 41, pp. 75 - 86
    Journal articles | 2006
    Sweller J; Sweller S, 2006, 'Natural Information Processing Systems', Evolutionary Psychology, 4,
    Journal articles | 2006
    Sweller J; Sweller SM, 2006, 'Natural information processing systems', Evolutionary Psychology, 4, pp. 434 - 458
    Journal articles | 2006
    Sweller J; Tindall-Ford SK, 2006, 'Altering the modality of instructions to facilitate imagination: Interactions between the modality and imagination effects.', Instructional Science, 34, pp. 343 - 365,
    Journal articles | 2006
    Sweller J, 2006, 'Discussion of `Emerging topics in cognitive load research: Using information and learner characteristics in the design of powerful learning environments`', Applied Cognitive Psychology, 20, pp. 353 - 357,
    Journal articles | 2006
    Sweller J, 2006, 'Discussion of `emerging topics in cognitive load research: Using learner and information characteristics in the design of powerful learning environments`', Applied Cognitive Psychology, 20, pp. 353 - 357
    Journal articles | 2006
    Sweller J, 2006, 'The worked example effect and human cognition', Learning and Instruction, 16, pp. 165 - 169
    Journal articles | 2006
    Sweller J, 2006, 'The worked example effect and human cognition', Learning and Instruction, 16, pp. 165 - 169
    Journal articles | 2005
    Clarke TA; Ayres PL; Sweller J, 2005, 'The impact of sequencing and prior knowledge on learning mathematics through spreadsheet applications', Etr&D - Educational Technology Research and Development, 53, pp. 15 - 24,
    Journal articles | 2005
    Kalyuga S; Sweller J, 2005, 'Rapid dynamic assessment of expertise to improve the efficiency of adaptive e-learning', Etr&D - Educational Technology Research and Development, 53, pp. 83 - 93,
    Journal articles | 2005
    Leahy WM; Sweller J, 2005, 'Interactions among the imagination, expertise reversal and element interactivity effects', Journal of Experimental Psychology - Applied, 11, pp. 266 - 276,
    Journal articles | 2005
    Merrienboer JJ; Sweller J, 2005, 'Cognitive load theory and complex learning: Recent developments and future directions', Educational Psychology Review, 17, pp. 147 - 177,
    Journal articles | 2005
    Pawley DM; Ayres PL; Cooper MG; Sweller J, 2005, 'Translating words into equations: A cognitive load theory approach', Educational Psychology, 25, pp. 75 - 97,
    Journal articles | 2004
    Kalyuga S; Chandler P; Sweller J, 2004, 'When redundant on-screen text in multimedia technical instruction clan interfere with learning', HUMAN FACTORS, 46, pp. 567 - 581,
    Journal articles | 2004
    Kalyuga S; Chandler PA; Sweller J, 2004, 'When redundant on-screen text in multimedia technical instruction can interfere with learning', Human Factors, 46, pp. 567 - 581,
    Journal articles | 2004
    Kalyuga S; Sweller J, 2004, 'Measuring knowledge to optimize cognitive load factors during instruction', Journal of Educational Psychology, 96, pp. 558 - 568,
    Journal articles | 2004
    Leahy WM; Sweller J, 2004, 'Cognitive load and the imagination effect', Applied Cognitive Psychology, 18, pp. 857 - 875,
    Journal articles | 2004
    Paas F; Renkl A; Sweller J, 2004, 'Cognitive load theory: Instructional implications of the interaction between information structures and cognitive architecture.', Instructional Science, 32, pp. 1 - 8,
    Journal articles | 2004
    Sweller J, 2004, 'Instructional design consequences of an analogy between evolution by natural selection and human cognitive architecture.', Instructional Science, 32, pp. 9 - 31,
    Journal articles | 2003
    Carlson R; Chandler PA; Sweller J, 2003, 'Learning and understanding science instructional material', Journal of Educational Psychology, 38, pp. 629 - 640,
    Journal articles | 2003
    Ginns PW; Chandler PA; Sweller J, 2003, 'When imagining information is effective', Contemporary Educational Psychology, 28, pp. 229 - 251,
    Journal articles | 2003
    Kalyuga S; Ayres PL; Chandler PA; Sweller J, 2003, 'The expertise reversal effect', Educational Psychologist, 38, pp. 23 - 31,
    Journal articles | 2003
    Leahy WM; Chandler PA; Sweller J, 2003, 'When auditory presentations should and should not be a component of multimedia instruction.', Applied Cognitive Psychology, 17, pp. 401 - 418,
    Journal articles | 2003
    Paas F; Renkl A; Sweller J, 2003, 'Cognitive load theory and instructional design: Recent developments', Educational Psychologist, 38, pp. 1 - 4,
    Journal articles | 2002
    Ngu BH; Low BR; Sweller J, 2002, 'text editing in chemistry instruction', Instructional Science, 30, pp. 379 - 402
    Journal articles | 2002
    Pollock E; Chandler PA; Sweller J, 2002, 'Assimilating complex information', Learning and Instruction, 12, pp. 61 - 86
    Journal articles | 2002
    Yu L; Jin P; Sweller J, 2002, 'Application of Cognitive load: theory to English teaching', Journal of Inner Mongoloa Agricultural University, 4, pp. 34 - 37
    Journal articles | 2001
    Cooper G; Tindall-Ford S; Chandler P; Sweller J, 2001, 'Learning by imagining', Journal of Experimental Psychology: Applied, 7, pp. 68 - 82,
    Journal articles | 2001
    Cooper G; Tindall-Ford SK; Chandler PA; Sweller J, 2001, 'Learning by imagining', Journal of Experimental Psychology - Applied, pp. 68 - 82
    Journal articles | 2001
    Kalyuga S; Chandler PA; Sweller J; Tuovinen J, 2001, 'When problem solving is superior to studying worked examples', Journal of Educational Psychology, pp. 579 - 588
    Journal articles | 2001
    Kalyuga S; Chandler PA; Sweller J, 2001, 'Learner experience and efficiency of instructional guidance', Educational Psychology, pp. 5 - 23
    Journal articles | 2000
    Kalyuga S; Chandler PA; Sweller J, 2000, 'Incorporating Learner Experience Into the Design of Multimedia Instruction', Journal of Educational Psychology, pp. 126 - 136
    Journal articles | 1999
    Kalyuga S; Chandler P; Sweller J, 1999, 'Managing Split-attention and Redundancy in Multimedia Instruction', Applied Cognitive Psychology, 13, pp. 351 - 371, http://dx.doi.org/10.1002/(SICI)1099-0720(199908)13:4<351::AID-ACP589>3.0.CO;2-6
    Journal articles | 1999
    Sweller J; Chandler PA; Kalyuga S, 1999, 'Managing split-attention and redundancy in multimedia instruction', Applied Cognitive Psychology, 13, pp. 351 - 371,
    Journal articles | 1999
    Sweller J; Touvinen J, 1999, 'A comparison of cognitive load associated with discovery learning and worked examples.', Journal of Educational Psychology, pp. 334 - 341
    Journal articles | 1998
    Kalyuga S; Chandler PA; Sweller J, 1998, 'Levels of expertise and instructional design', Human Factors, pp. 1 - 17
    Journal articles | 1998
    Mwangi W; Sweller J, 1998, 'Learning to solve compare word problems: The effect of example format and generating self-explanations.', Cognition and Instruction, 16, pp. 173 - 199
    Journal articles | 1998
    Sweller J; Van Merrienboer J; Paas F, 1998, 'Cognitive architecture and instructional design.', Educational Psychology Review, 10, pp. 251 - 296
    Journal articles | 1998
    Sweller J, 1998, 'Can we measure working memory without contamination from knowledge held in longterm memory?', BEHAVIORAL AND BRAIN SCIENCES, 21, pp. 845 - +,
    Journal articles | 1998
    Yeung AS; Jin P; Sweller J, 1998, 'Cognitive load and learner expertise: Split attention and redundancy effects in reading with explanatory notes.', Contemporary Educational Psychology, pp. 1 - 21
    Journal articles | 1997
    Cerpa N; Chandler PA; Sweller J, 1997, 'Some conditions under which integrated computer-based training software can facilitate learning', Journal of Educational Computing Research, pp. 345 - 368
    Journal articles | 1997
    Jeung H; Chandler PA; Sweller J, 1997, 'The role of visual indicators in dual sensory mode instruction', Educational Psychology, 17, pp. 329 - 343
    Journal articles | 1997
    Leung M; Low BR; Sweller J, 1997, 'Learning from equations or words', Instructional Science, 25, pp. 37 - 70,
    Journal articles | 1997
    Tindall-Ford SK; Chandler PA; Sweller J, 1997, 'When two sensory modes are better than one', Journal of Experimental Psychology - Applied, pp. 257 - 287
    Journal articles | 1996
    Cerpa N; Chandler PA; Sweller J, 1996, 'Some conditions under which integrated computer-based training software can facilitate learning', Journal of Educational Computing Research, 15, pp. 345 - 367
    Journal articles | 1996
    Chandler PA; Sweller J, 1996, 'Cognitive load while learning to use a computer program', Applied Cognitive Psychology, 10, pp. 151 - 170
    Journal articles | 1996
    Marcus N; Cooper MG; Sweller J, 1996, 'Understanding instructions', Journal of Educational Psychology, 88, pp. 49 - 63,
    Journal articles | 1995
    Mousavi S; Low BR; Sweller J, 1995, 'Reducing cognitive load by mixing auditory and visual presentation modes', Journal of Educational Psychology, pp. 319 - 334
    Journal articles | 1994
    Bobis J; Sweller J; Cooper M, 1994, 'Demands imposed on primary-school students by geometric models', Contemporary Educational Psychology, 19, pp. 108 - 117,
    Journal articles | 1994
    Sweller J; Chandler P, 1994, 'Why Some Material is Difficult to Learn', Cognition and Instruction, 12, pp. 185 - 233,
    Journal articles | 1994
    Sweller J, 1994, 'Cognitive load theory, learning difficulty, and instructional design', Learning and Instruction, 4, pp. 295 - 312,
    Journal articles | 1993
    Bobis J; Sweller J; Cooper M, 1993, 'Cognitive load effects in a primary-school geometry task', Learning and Instruction, 3, pp. 1 - 21,
    Journal articles | 1993
    Sweller J, 1993, 'Some cognitive processes and their consequences for the organisation and presentation of information', Australian Journal of Psychology, 45, pp. 1 - 8,
    Journal articles | 1992
    CHANDLER P; SWELLER J, 1992, 'THE SPLIT鈥怉TTENTION EFFECT AS A FACTOR IN THE DESIGN OF INSTRUCTION', British Journal of Educational Psychology, 62, pp. 233 - 246,
    Journal articles | 1992
    Sweller J; Low R, 1992, 'Some cognitive factors relevant to mathematics instruction', Mathematics Education Research Journal, 4, pp. 83 - 94,
    Journal articles | 1991
    Chandler P; Sweller J, 1991, 'Cognitive Load Theory and the Format of Instruction', Cognition and Instruction, 8, pp. 293 - 332,
    Journal articles | 1991
    Purnell KN; Solman RT; Sweller J, 1991, 'The effects of technical illustrations on cognitive load', Instructional Science, 20, pp. 443 - 462,
    Journal articles | 1991
    Sweller J; Chandler P, 1991, 'Evidence for Cognitive Load Theory', Cognition and Instruction, 8, pp. 351 - 362,
    Journal articles | 1990
    AYRES P; SWELLER J, 1990, 'LOCUS OF DIFFICULTY IN MULTISTAGE MATHEMATICS PROBLEMS', AMERICAN JOURNAL OF PSYCHOLOGY, 103, pp. 167 - 193,
    Journal articles | 1990
    SWELLER J, 1990, 'ON THE LIMITED EVIDENCE FOR THE EFFECTIVENESS OF TEACHING GENERAL PROBLEM-SOLVING STRATEGIES', JOURNAL FOR RESEARCH IN MATHEMATICS EDUCATION, 21, pp. 411 - 415,
    Journal articles | 1990
    SWELLER J, 1990, 'VIEWS FROM 3 ADVISORY EDITORS .1. COGNITIVE-PROCESSES AND INSTRUCTIONAL PROCEDURES', AUSTRALIAN JOURNAL OF EDUCATION, 34, pp. 125 - 130,
    Journal articles | 1990
    Sweller J; Chandler P; Tierney P; Cooper M, 1990, 'Cognitive Load as a Factor in the Structuring of Technical Material', Journal of Experimental Psychology: General, 119, pp. 176 - 192,
    Journal articles | 1990
    Ward M; Sweller J, 1990, 'Structuring Effective Worked Examples', Cognition and Instruction, 7, pp. 1 - 39,
    Journal articles | 1989
    COOPER M; SWELLER J, 1989, 'SECONDARY-SCHOOL STUDENTS REPRESENTATIONS OF SOLIDS', JOURNAL FOR RESEARCH IN MATHEMATICS EDUCATION, 20, pp. 202 - 212,
    Journal articles | 1989
    OWEN E; SWELLER J, 1989, 'SHOULD PROBLEM-SOLVING BE USED AS A LEARNING DEVICE IN MATHEMATICS', JOURNAL FOR RESEARCH IN MATHEMATICS EDUCATION, 20, pp. 322 - 328,
    Journal articles | 1989
    Sweller J, 1989, 'Cognitive Technology: Some Procedures for Facilitating Learning and Problem Solving in Mathematics and Science', Journal of Educational Psychology, 81, pp. 457 - 466,
    Journal articles | 1988
    Sweller J, 1988, 'Cognitive load during problem solving: Effects on learning', Cognitive Science, 12, pp. 257 - 285,
    Journal articles | 1988
    TARMIZI RA; SWELLER J, 1988, 'GUIDANCE DURING MATHEMATICAL PROBLEM-SOLVING', JOURNAL OF EDUCATIONAL PSYCHOLOGY, 80, pp. 424 - 436,
    Journal articles | 1988
    Tarmizi RA; Sweller J, 1988, 'Guidance During Mathematical Problem Solving', Journal of Educational Psychology, 80, pp. 424 - 436,
    Journal articles | 1987
    Cooper G; Sweller J, 1987, 'Effects of Schema Acquisition and Rule Automation on Mathematical Problem-Solving Transfer', Journal of Educational Psychology, 79, pp. 347 - 362,
    Journal articles | 1985
    OWEN E; SWELLER J, 1985, 'WHAT DO STUDENTS LEARN WHILE SOLVING MATHEMATICS PROBLEMS', JOURNAL OF EDUCATIONAL PSYCHOLOGY, 77, pp. 272 - 284,
    Journal articles | 1985
    Owen E; Sweller J, 1985, 'What Do Students Learn While Solving Mathematics Problems?', Journal of Educational Psychology, 77, pp. 272 - 284,
    Journal articles | 1985
    Sweller J; Cooper GA, 1985, 'The Use of Worked Examples as a Substitute for Problem Solving in Learning Algebra', Cognition and Instruction, 2, pp. 59 - 89,
    Journal articles | 1983
    SWELLER J; MAWER RF; WARD MR, 1983, 'DEVELOPMENT OF EXPERTISE IN MATHEMATICAL PROBLEM-SOLVING', JOURNAL OF EXPERIMENTAL PSYCHOLOGY-GENERAL, 112, pp. 639 - 661,
    Journal articles | 1983
    Sweller J; Mawer RF; Ward MR, 1983, 'Development of expertise in mathematical problem solving', Journal of Experimental Psychology: General, 112, pp. 639 - 661,
    Journal articles | 1983
    Sweller J, 1983, 'Control mechanisms in problem solving', Memory & Cognition, 11, pp. 32 - 40,
    Journal articles | 1982
    Mawer RF; Sweller J, 1982, 'Effects of subgoal density and location on learning during problem solving', Journal of Experimental Psychology: Learning, Memory, and Cognition, 8, pp. 252 - 259,
    Journal articles | 1982
    SWELLER J; MAWER RF; HOWE W, 1982, 'CONSEQUENCES OF HISTORY-CUED AND MEANS-END STRATEGIES IN PROBLEM-SOLVING', AMERICAN JOURNAL OF PSYCHOLOGY, 95, pp. 455 - 483,
    Journal articles | 1982
    Sweller J; Levine M, 1982, 'Effects of goal specificity on means-ends analysis and learning', Journal of Experimental Psychology: Learning, Memory, and Cognition, 8, pp. 463 - 474,
    Journal articles | 1980
    SWELLER J, 1980, 'HYPOTHESIS SALIENCE, TASK-DIFFICULTY, AND SEQUENTIAL EFFECTS ON PROBLEM-SOLVING', AMERICAN JOURNAL OF PSYCHOLOGY, 93, pp. 135 - 145,
    Journal articles | 1980
    SWELLER J, 1980, 'TRANSFER EFFECTS IN A PROBLEM-SOLVING CONTEXT', QUARTERLY JOURNAL OF EXPERIMENTAL PSYCHOLOGY, 32, pp. 233 - 239,
    Journal articles | 1978
    SWELLER J; GEE W, 1978, 'EINSTELLUNG, SEQUENCE EFFECT, AND HYPOTHESIS THEORY', JOURNAL OF EXPERIMENTAL PSYCHOLOGY-HUMAN LEARNING AND MEMORY, 4, pp. 513 - 526,
    Journal articles | 1976
    SWELLER J, 1976, 'CRITERION OF LEARNING AND TASK-DIFFICULTY AS DETERMINANTS OF MEDIATED-SHIFT LEARNING SPEED', PSYCHOLOGICAL REPORTS, 39, pp. 875 - 879,
    Journal articles | 1976
    SWELLER J, 1976, 'EFFECT OF TASK COMPLEXITY AND SEQUENCE ON RULE LEARNING AND PROBLEM-SOLVING', BRITISH JOURNAL OF PSYCHOLOGY, 67, pp. 553 - 558,
    Journal articles | 1976
    SWELLER J, 1976, 'LIST LENGTH AND SPEED OF PAIRED-ASSOCIATE LEARNING', PSYCHOLOGICAL REPORTS, 39, pp. 858 - 858,
    Journal articles | 1976
    SWELLER J, 1976, 'THE EFFECT OF TASK COMPLEXITY AND SEQUENCE ON RULE LEARNING AND PROBLEM SOLVING', British Journal of Psychology, 67, pp. 553 - 558,
    Journal articles | 1976
    Sweller J, 1976, 'Asymmetrical transfer using a verbal learning paradigm', Australian Journal of Psychology, 28, pp. 91 - 96,
    Journal articles | 1973
    Sweller J, 1973, 'Effect of amount of initial training on concept shift problems', Journal of Experimental Psychology, 99, pp. 134 - 136,
    Journal articles | 1973
    Sweller J, 1973, 'The effect of task difficulty and criteria of learning on a subsequent reversal', QUART.J.EXP.PSYCHOL., 25, pp. 223 - 228,
    Journal articles | 1972
    Sweller J, 1972, 'A test between the selective attention and stimulus generalization interpretations of the easy-to-hard effect.', The Quarterly journal of experimental psychology, 24, pp. 352 - 355,
    Journal articles | 1971
    Sweller J; Winefield AH, 1971, 'Relation between Perseveration and Position Responding in Reversal Learning', Psychological Reports, 29, pp. 375 - 378,
  • Conference Papers | 2019
    Castro-Alonso JC; Sweller J, 2019, 'The Modality Effect of Cognitive Load Theory', in Advances in Intelligent Systems and Computing, Washington D.C., DC, USA, pp. 75 - 84, presented at AHFE 2019: Advances in Human Factors in Training, Education, and Learning Sciences, Washington D.C., DC, USA, 24 July 2019 - 28 July 2019,
    Conference Presentations | 2019
    Darejeh A; Marcus N; Sweller J, 2019, 'Comparing static content, animation and interactive animation while teaching software through narrative-based e-Learning systems.', presented at 12th International Cognitive Load theory conference, 17 June 2019 - 19 June 2019
    Conference Presentations | 2018
    Darejeh A; Marcus N; Sweller J, 2018, 'The effect of gamification on novice users鈥 cognitive load while learning software applications via E-learning systems', presented at 11th International cognitive load theory conference 2018, 11 September 2018 - 13 September 2018
    Conference Presentations | 2017
    Darejeh AD; Marcus NM; sweller JS, 2017, 'How to decrease cognitive load to facilitate learning software applications', presented at 10th International Cognitive Load Theory conference, Wollongong, NSW, 20 November 2017 - 22 November 2017
    Conference Papers | 2016
    Sweller J, 2016, 'Cognitive Load Theory and Computer Science Education', in Proceedings of the 47th ACM Technical Symposium on Computing Science Education, ACM, presented at SIGCSE '16: The 47th ACM Technical Symposium on Computing Science Education,
    Conference Presentations | 2014
    Chen O; Kalyuga S; Sweller J, 2014, 'The worked example effect, the generation effect, and element interactivity', Vol. 107, pp. 689 - 704, presented at The 7th Cognitive Load Theory Conference, Taiwan, 23 June 2014 - 26 June 2014,
    Conference Papers | 2011
    Di Mascio R; Sweller J; Kalyuga S, 2011, 'EXPLORING THE EFFECT OF AN INSTRUCTION TO BE CREATIVE ON PROBLEM SOLVING IN THE CLASSROOM', in Ferrell OC; Hult GTM (ed.), 24 May 2011 - 27 May 2011
    Conference Papers | 2011
    Hung HC; Jin P; Sweller J, 2011, 'The expertise reversal effect in reading', in INTED2010 Proceedings CD, IATED, Valencia, Spain, pp. 5740 - 5748, presented at ICERI2011 International Conference of Education, Research and Innovation, Madrid, Spain, 14 November 2011 - 16 November 2011,
    Conference Papers | 2011
    Huynh HCM; Jin P; Sweller J, 2011, 'THE EXPERTISE-REVERSAL EFFECT IN READING COMPREHENSION: A CASE OF ENGLISH AS A SECOND/FOREIGN LANGUAGE (ESL/EFL)', in Torres IC; Chova LG; Martinez AL (eds.), 2011 4TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION (ICERI), IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT, SPAIN, Madrid, pp. 5740 - 5748, presented at 4th International Conference of Education, Research and Innovation (ICERI), SPAIN, Madrid, 14 November 2011 - 16 November 2011,
    Conference Papers | 2011
    Sweller J, 2011, 'Cognitve Load Theory and E-Learning', in Lecture Notes in Artifical Intellence, Springer, New York, pp. 5 - 6, presented at 15th International Conference, AIED 2011, Auckland, NZ, 28 June 2011 - 01 July 2011,
    Conference Papers | 2011
    Wong A; Marcus N; Sweller J, 2011, 'Instructional animations: More complex to learn from than at first sight?', in Lecture Notes in Computer Science, Springer Verlag, pp. 552 - 555,
    Conference Papers | 2010
    Gao Y; Low BR; Sweller J; Jin P, 2010, 'Effect of talker variability on comprehension of foreign-accented English: A cognitive load theory approach', in INTED2010 Proceedings CD, IATED, Valencia, Spain, pp. 46 - 58, presented at International Technology, Education and Development Conference, Valencia, Spain, 08 March 2010 - 10 March 2010
    Conference Papers | 2010
    Gao Y; Low R; Sweller J; Jin P, 2010, 'EFFECT OF TALKER VARIABILITY ON COMPREHENSION OF FOREIGN-ACCENTED ENGLISH: A COGNITIVE LOAD THEORY APPROACH', in Chova LG; Belenguer DM; Torres IC (eds.), 4TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE (INTED 2010), IATED-INT ASSOC TECHNOLOGY EDUCATION & DEVELOPMENT, SPAIN, Valencia, pp. 5046 - 5057, presented at 4th International Technology, Education and Development Conference (INTED), SPAIN, Valencia, 08 March 2010 - 10 March 2010,
    Conference Papers | 2008
    Sweller J, 2008, 'Evolutionary bases of human cognitive architecture', in Proceedings of the Fourth international Workshop on Computing Education Research, ACM, pp. 1 - 2, presented at ICER '08: International Computing Education Research Workshop,
    Theses / Dissertations | 2007
    Hung HC; Sweller J; Jin P, 2007, Split-atention in reading comprehension: A case of English as a foreign/second language
    Conference Papers | 2000
    Cerpa N; Sweller J, 2000, 'Applying computational models to measure relative cognitive load', in World Multiconference on Systemics, Cybernetics and Informatics (SCI 2000), Orlando, Florida, USA, presented at World Multiconference on Systemics, Cybernetics and Informatics (SCI 2000), Orlando, Florida, USA, 23 July 2000 - 26 July 2000
    Conference Papers | 2000
    Kalyuga S; Chandler P; Sweller J, 2000, 'Working memory load and learning from tasks with different levels of instructional guidance.', in INTERNATIONAL JOURNAL OF PSYCHOLOGY, PSYCHOLOGY PRESS, pp. 27 - 27,
    Conference Papers | 1995
    Cerpa N; Sweller J; Chandler PA, 1995, 'Some consquences of training strategies when learning a computer application', in AARE Conference Papers - Electronic, AARE, Victoria, presented at AARE 1996: Education: Towards an Optimistic Future, Hobart, 29 November 1995
    Conference Papers | 1987
    SWELLER J, 1987, 'NEGATIVE RELATIONS BETWEEN PROBLEM-SOLVING AND LEARNING', in AUSTRALIAN PSYCHOLOGIST, AUSTRALIAN PSYCHOLOGICAL SOC, pp. 124 - 125,

Development of cognitive load theory and testing the instructional consequences of the theory using randomised, controlled trials.

There are several user friendly guides to cognitive load theory available. The New South Wales Department of Education provides two听very useful guides:

https://www.cese.nsw.gov.au/publications-filter/cognitive-load-theory-research-that-teachers-really-need-to-understand

听

In addition, St. Andrews Cathedral School in Sydney has听a video interview that outlines听central aspects of the theory:

https://youtu.be/srkgXMHdaUs

听