John Sweller, Jeroen J. G. van Merrienboer, & Fred G. W. C. Paas (1998)
Educational Psychology Review, 10(3), 251-296.
DOI: https://doi.org/10.1023/a:1022193728205
Abstract. Comprehensive statement of cognitive load theory's implications for instructional design. Formalises the split-attention effect, redundancy effect, worked-example effect, and modality effect as empirical phenomena arising from working memory limitations.
Tags: cognitive-load instructional-design