Textbook References

  • Chandler, P. & Sweller, J.. (1991). "Cognitive Load Theory and the Format of Instruction.". Cognition and Instruction 8 (4): 293-332. 
  • Clark, R. C., Nguyen, F., and Sweller, J. (2006). Efficiency in Learning: Evidence-Based Guidelines to Manage Cognitive Load. San Francisco: Pfeiffer. ISBN 0-7879-7728-4. 
  • Clark, R.C., Mayer, R.E. (2002). e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning. San Francisco: Pfeiffer. ISBN 0-7879-6051-9. 
  • Cooper, G., & Sweller, J. (1987). "Effects of schema acquisition and rule automation on mathematical problem-solving transfer.". Journal of Educational Psychology 79 (4): 347-362. 
  • Mayer, R.E. (1997). "Multimedia Learning: Are We Asking the Right Questions?.". Educational Psychologist 32 (41): 1-19. 
  • Mayer, R.E. (2001). Multimedia Learning. Cambridge: Cambridge University Press. ISBN 0-521-78239-2. 
  • Mayer, R.E., Bove,W. Bryman, A. Mars,R. & Tapangco, L. (1996). "When Less Is More: Meaningful Learning From Visual and Verbal Summaries of Science Textbook Lessons.". Journal of Educational Psychology. 88 (1): 64-73. 
  • Mayer, R.E., Steinhoff, K., Bower, G. and Mars, R. (1995). "A generative theory of textbook design: Using annotated illustrations to foster meaningful learning of science text.". Educational Technology Research and Development. 43 (1): 31-41. 
  • Paas, F., Renkl, A. & Sweller, J. (2004). "Cognitive Load Theory: Instructional Implications of the Interaction between Information Structures and Cognitive Architecture". Instructional Science 32: 1–8. 
  • Saettler, P. (1990). The evolutionof American educational technology. 
  • Stolovitch, H.D, & Keeps, E. (1999). Handbook of human performance technology. 
  • Sweller, J. (1988). "Cognitive load during problem solving: Effects on learning". Cognitive Science 12 (1): 257-285. 
  • Sweller, J., & Cooper, G. A. (1985). "The use of worked examples as a substitute for problem solving in learning algebra". Cognition and Instruction 2 (1): 59-89. 

 

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