Slava Kalyuga

Professor of Educational Psychology
Professor

Prof Slava Kalyuga is Professor of Educational Psychology at the School of Education, the University of New South Wales, where he received a Ph.D. and has worked since 1995. His research interests are in cognitive processes in learning, cognitive load theory, and evidence-based instructional design principles. His specific contributions include detailed experimental studies of the role of learner prior knowledge in learning (expertise reversal effect); the redundancy effect in multimedia learning; the development of rapid online diagnostic assessment methods; and studies of the effectiveness of different adaptive procedures for tailoring instruction to levels of learner expertise. He is the author of four books and more than 130 research articles and chapters in these research areas.

PUBLICATIONS

Books
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Kalyuga S, 2015, Instructional guidance: A cognitive load perspective, Information Age Publishing, Charlotte, NC, USA
2015
Sweller J; Ayres PL; Kalyuga S, 2011, Cognitive load theory, Explorations in the Learning Sciences Instructional Systems, Springer, New York, http://dx.doi.org/10.1007/978-1-4419-8126-4
2011
Kalyuga S, 2009, Managing Cognitive Load in Adaptive Multimedia Learning, Original, Information Science Reference, Hershey - New York, USA, http://www.igi-global.com/book/managing-cognitive-load-adaptive-multimedia/710
2009
Kalyuga S, 2006, Instructing and testing advanced learners: A cognitive load approach, 1, Nova Science Publications, New York, USA, https://www.novapublishers.com/catalog/product_info.php?products_id=4063
2006
Book Chapters
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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
2018
Kalyuga S; Plass J, 2018, 'Cognitive Load as a Local Characteristic of Cognitive Processes: Implications for Measurement Approaches', in Zheng R (ed.), Cognitive Load Measurement and Application: A Theoretical Framework for Meaningful Research and Practice, Routledge, New York, NY, pp. 59 - 74, http://dx.doi.org/10.4324/9781315296258
2018
Kalyuga S, 2016, 'Managing Effects of Transient Information in Multimedia Learning', in Lin L; Atkinson R (ed.), Educational Technologies Challenges, Applications and Learning Outcomes, Nova Science Publishers, New York, pp. 17 - 32
2016
Singh A-M; Kalyuga S, 2016, 'Enhancing the Effectiveness of Educational Hypermedia: A Cognitive Load Approach', in Neto FMM; de Souza R; Gomes AS (ed.), Handbook of Research on 3-D Virtual Environments and Hypermedia for Ubiquitous Learning, edn. Advances in Game-Based Learning, IGI Global, Hershey, PA, pp. 387 - 409, http://dx.doi.org/10.4018/978-1-5225-0125-1.ch016
2016
Kalyuga S, 2015, 'Instructional Implications of Human Cognitive Architecture', in INSTRUCTIONAL GUIDANCE: A COGNITIVE LOAD PERSPECTIVE, INFORMATION AGE PUBLISHING-IAP, pp. 3 - 21, http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000360779000002&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=891bb5ab6ba270e68a29b250adbe88d1
2015
Kalyuga S, 2015, 'Instructional Guidance A Cognitive Load Perspective Introduction', in INSTRUCTIONAL GUIDANCE: A COGNITIVE LOAD PERSPECTIVE, INFORMATION AGE PUBLISHING-IAP, pp. XI - +, http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000360779000001&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=891bb5ab6ba270e68a29b250adbe88d1
2015
Kalyuga S, 2015, 'Instructional Consequences of the Modified Theoretical Framework', in INSTRUCTIONAL GUIDANCE: A COGNITIVE LOAD PERSPECTIVE, INFORMATION AGE PUBLISHING-IAP, pp. 63 - 85, http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000360779000005&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=891bb5ab6ba270e68a29b250adbe88d1
2015
Kalyuga S, 2015, 'Formatting Instructional Guidance', in INSTRUCTIONAL GUIDANCE: A COGNITIVE LOAD PERSPECTIVE, INFORMATION AGE PUBLISHING-IAP, pp. 173 - 192, http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000360779000010&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=891bb5ab6ba270e68a29b250adbe88d1
2015
Kalyuga S, 2015, 'Cognitive Load Aspects of Instructional Guidance A Traditional View', in INSTRUCTIONAL GUIDANCE: A COGNITIVE LOAD PERSPECTIVE, INFORMATION AGE PUBLISHING-IAP, pp. 23 - 42, http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000360779000003&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=891bb5ab6ba270e68a29b250adbe88d1
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, http://commongroundpublishing.com/
2015
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, http://dx.doi.org/10.1017/CBO9781139547369
2014
Kalyuga S; Sweller J, 2014, 'The redundancy principle in multimedia learning', in The Cambridge Handbook of Multimedia Learning, Second Edition, pp. 247 - 262, http://dx.doi.org/10.1017/CBO9781139547369.013
2014
Kalyuga S, 2014, 'The expertise reversal principle in multimedia learning', in The Cambridge Handbook of Multimedia Learning, Second Edition, pp. 576 - 597, http://dx.doi.org/10.1017/CBO9781139547369.028
2014
Kalyuga S, 2014, 'The expertise reversal principle in multimedia learning', in Mayer RE (ed.), The Cambridge Handbook of Multimedia Learning, edn. 2, Cambridge University Press, Cambridge, pp. 576 - 597, http://dx.doi.org/10.1017/CBO9781139547369
2014
Lee C-H; Kalyuga S, 2014, 'Expertise reversal effect and its instructional implications', in Benassi, V ; Overson, C ; Hakala, C (ed.), Applying Science of Learning in Education, pp. 31 - 44, http://teachpsych.org/ebooks/asle2014/index.php
2014
Kalyuga S, 2014, 'Critical thinking: A cognitive load perspective', in Critical Thinking and Higher Order Thinking: A Current Perspective, pp. 245 - 257
2014
Kalyuga S, 2013, 'Knowledge and working memory effects on learning from visual displays', in Schraw G; McCrudden M; Robinson D (ed.), Learning through visual displays, edn. Current Perspectives on Cognition Learning and Instruction, Information Age Publishing, Charlotte, NC, USA, pp. 75 - 96, http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000328865700004&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=891bb5ab6ba270e68a
2013
Kalyuga S, 2013, 'Role of prior knowledge in language learning: A cognitive load perspective', in Rata G (ed.), Linguistic Studies of Human Language, edn. Original, ATINER - Athens Institute for Education and Research, Athens, Greece, pp. 519 - 528, http://hdl.handle.net/1959.14/216658
2013
Kalyuga S, 2013, 'Rapid dynamic assessment for learning', in Self-Directed Learning Oriented Assessments in the Asia-Pacific, pp. 43 - 60, http://dx.doi.org/10.1007/978-94-007-4507-0_3
2013
Kalyuga S, 2013, 'Rapid dynamic assessment for learning', in Mok MMC (ed.), Self-directed learning oriented assessments in the Asia-Pacific, edn. Original, Springer, Dordrecht, pp. 43 - 60, http://dx.doi.org/10.1007/978-94-007-4507-0
2013
Kalyuga S; Lee CH, 2012, 'Cognitive load factors in formatting assessment items', in Assessment and Learning, edn. Original, Education Bureau, HKSARG, Hong Kong, pp. 31 - 42
2012
Kalyuga S, 2012, 'Enhancing diagnostic assessment of expertise in adaptive learning environments', in Mayrath MC; Clarke-Midura J; Robinson DH; Schraw G (ed.), Technology-based assessment for 21st Century Skills: Theoretical and practical implications from modern research, edn. Original, Information Age Publishing, Charlotte, NC, pp. 303 - 321
2012
Kalyuga S, 2012, 'Critical thinking: A cognitive load perspective', in Shaughnessy M (ed.), Critical thinking and higher order thinking: A current perspective, Nova Science, New York, pp. 245 - 257, https://www.novapublishers.com/catalog/product_info.php?products_id=28377&osCsid=4f6a754ac52b8931d1a351020e90d25d
2012
Kalyuga S, 2012, 'Cognitive load aspects of text processing', in Boonthum Denecke C; McCarthy PM; Lamkin TA (ed.), Cross-Disciplinary Advances in Applied Natural Language Processing: Issues and Approaches, IGI Global, PA, USA, pp. 114 - 132, http://dx.doi.org/10.4018/978-1-61350-447-5.ch009
2012
Kalyuga S, 2012, 'Role of prior knowledge in learning processes', in Seel NM (ed.), Encyclopedia of the sciences of learning, edn. 1st, Springer, Berlin, pp. 2886 - 2888, http://dx.doi.org/10.1007/978-1-4419-1428-6_214
2012
Kalyuga S, 2012, 'ENHANCING DIAGNOSTIC ASSESSMENT OF EXPERTISE IN ADAPTIVE LEARNING ENVIRONMENTS', in Mayrath MC; ClarkeMidura J; Robinson DH; Schraw G (ed.), TECHNOLOGY-BASED ASSESSMENTS FOR 21ST CENTURY SKILLS: THEORETICAL AND PRACTICAL IMPLICATIONS FROM MODERN RESEARCH, edn. Current Perspectives on Cognition Learning and Instruction, INFORMATION AGE PUBLISHING-IAP, pp. 305 - 323, http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000306295200014&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=891bb5ab6ba270e68a29b250adbe88d1
2012
Kalyuga S, 2011, 'Cognitive load in adaptive multimedia learning', in Calvo RA; D'Mello SK (ed.), New Perspectives on Affect and Learning Technologies. Explorations in the Learning Sciences, Instructional Systems and Performance Technologies, Springer, New York, NY, pp. 203 - 215, http://dx.doi.org/10.1007/978-1-4419-9625-1_15
2011
Kalyuga S, 2010, 'Individual differences and cognitive load theory', in Plass J; Moreno R; Brunken R (ed.), Cognitive Load Theory, Cambridge University Press, New York, pp. 65 - 87, http://dx.doi.org/10.1017/CBO9780511844744.006
2010
Kalyuga S, 2010, 'Implications of expertise reversal effect for multimedia learning', in Morris BA; Ferguson GM (ed.), Computer-Assisted Teaching: New Developments, edn. 1st, Nova Science, New York, pp. 117 - 132
2010
Kalyuga S, 2010, 'Schema acquisition and sources of cognitive load', in Plass J; Moreno R; Brunken R (ed.), Cognitive Load Theory, Cambridge University Press, New York, pp. 48 - 64, http://dx.doi.org/10.1017/CBO9780511844744.005
2010
Kalyuga S; Plass JL, 2009, 'Evaluating and Managing Cognitive Load in Games', in Handbook of Research on Effective Electronic Gaming in Education, IGI Global, pp. 719 - 737, http://dx.doi.org/10.4018/978-1-59904-808-6.ch041
2009
Kalyuga S, 2009, 'Cognitive issues in tailoring multimedia learning technology to the human mind', in Pagani M (ed.), Encyclopedia of Multimedia Technology and Networking, edn. 2, IGI Global, Hershey, USA, pp. 218 - 223
2009
Kalyuga S; Plass J, 2009, 'Evaluating and managing cognitive load in games', in Ferdig RE (ed.), Handbook of Research on Effective Electronic Gaming in Education, edn. 1, IGI Global, Hershey, PA, pp. 719 - 737
2009
Kalyuga S, 2008, 'Rapid computer-based diagnostic tests of learners` knowledge', in Robinson DH; Schraw G (ed.), Recent Innovations in Educational Technology that Facilitate Student Learning, edn. Current Perspectives on Cognition Learning and Instruction, Information Age Publisher, Charlotte, NC, pp. 195 - 219, http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000268166700008&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=891bb5ab6ba270e68a
2008
Van Marrienboer J; Corbalan G; Kalyuga S; Paas F, 2006, 'Performance assessment and learning task selection in environments for complex learning.', in Elen J; Clark RE (ed.), Handling Complexity in Learning Environments: Theory and Research, edn. First, Elsevier Science, Amsterdam, pp. 201 - 220
2006
Kalyuga S, 2006, 'Expert-novice differences and adaptive multimedia', in Ghinea G; Chen SY (ed.), Digital multimedia perception and design, Idea Group publishing, Hershey, PA, pp. 206 - 223, http://dx.doi.org/10.4018/978-1-59140-860-4.ch010
2006
Kalyuga S, 2005, 'Instructing and Testing for Expertise: A Cognitive Load Perspective', in Mitel Alea V (ed.), Focus on Educational Psychology, edn. Original, Nova Science Publishers, Hauppauge, NY, pp. 53 - 104, http://books.google.com.au/books?hl=en&lr=&id=rJyiUoWlCNsC&oi=fnd&pg=PA75&dq=Instructing+and+Testing+for+Expertise:+A+Cognitive+Load+Perspective&ots=oPTxODYJwC&sig=GFOM5wF2VWmAL5Rkhp8sZ04v-6g#v=onepag
2005
Kalyuga S, 2005, 'Prior Knowledge Principle in Multimedia Learning', in The Cambridge Handbook of Multimedia Learning, Cambridge University Press, pp. 325 - 338, http://dx.doi.org/10.1017/cbo9780511816819.022
2005
Kalyuga S, 2005, 'Prior Knowledge Principle', in Mayer RE (ed.), Cambridge Handbook of Multimedia Learning, edn. 1, Cambridge University Press, New York, pp. 325 - 337, http://books.google.com.au/books?hl=en&lr=&id=SSLdo1MLIywC&oi=fnd&pg=PA325&dq=Prior+Knowledge+Principle&ots=uRA6P4V5Gv&sig=ec8Kyk8Ej6Zzp_QPythhd3wUMs8#v=onepage&q=Prior%20Knowledge%20Principle&f=false
2005
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, http://dx.doi.org/10.1007/978-3-7091-2670-7_27
1997
Plass JL; Homer BD; Milne C; Jordan T; Kalyuga S; Kim M; Lee H, 'Design Factors for Effective Science Simulations', in Discoveries in Gaming and Computer-Mediated Simulations, IGI Global, pp. 16 - 35, http://dx.doi.org/10.4018/978-1-60960-565-0.ch002
Conference Papers
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Zhang L; Kalyuga S; Lee CH; Lei C; Jiao J, 2015, 'Effectiveness of collaborative learning with complex tasks under different learning group formations: A cognitive load perspective', in Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 8th International Conference on Hybrid Learning, ICHL 2015, Wuhan, China, pp. 149 - 159, presented at 8th International Conference on Hybrid Learning, ICHL 2015, Wuhan, China, 27 July 2015 - 29 July 2015, http://dx.doi.org/10.1007/978-3-319-20621-9_12
2015
Kalyuga S, 2014, 'Managing cognitive load when teaching and learning e-skills', in Johnston K; Scot E (ed.), Proceedings of e-Skills Conference, informing Science institute, CA, USA, Cape Town, South Africa, pp. 155 - 160, presented at e-Skills for Knowledge Production and Innovation Conference, Cape Town, South Africa, 17 November 2014 - 21 November 2014
2014
Sombatteera S; Kalyuga S, 2012, 'When dual sensory mode with limited text presentation enhance learning', in Bekirogullari Z (ed.), Procedia - Social and Behavioral Sciences 48 (2012): Transport Research Arena 2012, Elsevier, Istanbul, Turkey, pp. 2022 - 2026, presented at International Conference on Education & Educational Psychology (ICEEPSY 2012), Istanbul, Turkey, 10 October 2012 - 13 October 2012, http://dx.doi.org/10.1016/j.sbspro.2012.12.160
2012
Kalyuga S, 2012, 'Effects of learner prior knowledge and working memory limitations on multimedia learning', in Uzunboylu H; Ozdamli F (ed.), 2ND WORLD CONFERENCE ON EDUCATIONAL TECHNOLOGY RESEARCH, ELSEVIER SCIENCE BV, Near E Univ, Nicosia, CYPRUS, pp. 25 - 29, presented at 2nd World Conference on Educational Technology Researches (WCETR), Near E Univ, Nicosia, CYPRUS, 27 June 2012 - 29 June 2012, http://dx.doi.org/10.1016/j.sbspro.2013.06.005
2012
Pachman M; Sweller J; Kalyuga S, 2012, 'Effectiveness of combining worked examples and deliberate practice for high school geometry', in 10th International Conference of the Learning Sciences: The Future of Learning, ICLS 2012 - Proceedings, Lawrence Erlbaum, Sydney, NSW, pp. 457 - 458, presented at 10th International Conference of the Learning Sciences: The Future of Learning, ICLS 2012, Sydney, NSW, 02 July 2012 - 06 July 2012, http://www.isls.org/icls2012/
2012
Kalyuga S, 2011, 'Effects of information transiency in multimedia learning', in Procedia - Social and Behavioral Sciences 48 (2012): Transport Research Arena 2012, Elsevier, Antalia, Turkey, pp. 307 - 311, presented at 2nd World Conference on Psychology, Counseling and Guidance, Antalia, Turkey, 25 May 2011 - 29 May 2011, http://dx.doi.org/10.1016/j.sbspro.2011.10.061
2011
Hatsidimitris G; Kalyuga S, 2011, 'A cognitive-based model for the design of educational animations', in Proceedings of World Conference on E-learning in Corporate, Government, Healthcare, & Higher Education 2011, Association for the Advancement of Computing in Education (AACE), Chesapeake, VA, USA, pp. 177 - 184, presented at World Conference on E-learning in Corporate, Government, Healthcare, & Higher Education (E-Learn 2011), Honolulu, Hawaii, USA, 17 October 2011 - 21 October 2011, http://www.editlib.org/p/38693
2011
Kalyuga S, 2011, 'Cognitive load factors moderating the redundancy effect in multimedia learning', in Proceedings of the 19th International Conference on Computers in Education, ICCE 2011, National Electronics and Computer Technology Center, Thailand, Chiang Mai, Thailand, pp. 627 - 631, presented at 19th International Conference on Computers in Education, ICCE 2011, Chiang Mai, Thailand, 28 November 2011 - 02 December 2011
2011
Kalyuga S, 2011, 'When exploratory learning may not work: A cognitive load perspective', in PROCEEDINGS OF THE IADIS INTERNATIONAL CONFERENCE ON COGNITION AND EXPLORATORY LEARNING IN THE DIGITAL AGE, IADIS Press, Rio de Janeiro, Brazil, pp. 3 - 10, presented at International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2011), Rio de Janeiro, Brazil, 06 November 2011 - 08 November 2011
2011
Kalyuga S, 2011, 'When educational technology may hinder learning: A case of transient information', in Proceedings of the 7th International Conference on Education, National and Kapodistrian University of Athens, Athens, Creece, pp. 489 - 493, presented at 7th International Conference on Education (ICE), Samos, Greece, 07 July 2011 - 09 July 2011
2011
Kalyuga S, 2011, 'Cognitive load theory: Implications for affective computing', in 24th International Florida Artificial Intelligence Research Society, FLAIRS - 24, AAAI Press, Menlo Park, California, United States, pp. 105 - 110, presented at 24th International Florida Artificial Intelligence Research Society, FLAIRS - 24, Palm Beach, FL, United states, 18 May 2011 - 20 May 2011
2011
Law Y; Kalyuga S; Lee CH, 2010, 'Chinese children's causal knowledge and text comprehension', in Chinese children's causal knowledge and text comprehension, 4th International Cognitive Load Theory Conference, Hong Kong, presented at 4th International Cognitive Load Theory Conference, Hong Kong, 22 November 2010 - 25 November 2010
2010
Kalyuga S, 2010, 'Narration or visual text: When does modality effect apply?', in E-Learn 2010 Proceedings: World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education, Association for the Advancement of Computing in Education (AACE) Press, Chesapeake, VA USA, pp. 1052 - 1058, presented at World Conference on E-learning in Corporate, Government, Healthcare, & Higher Education, Orlando, FL USA, 18 October 2010 - 22 October 2010, http://editlib.org/p/35689
2010
Kalyuga S, 2010, 'Matching Educational Technology with Human Mind', in Matching educational technology with human mind, International Educational technology Conference, Istanbul. Turkey, presented at International Educational technology Conference, Istanbul. Turkey, 26 April 2010 - 28 April 2010
2010
Lee CH; Kalyuga S, 2010, 'Using Pinyin in learning Chinese language: A Cognitive load perspective', in Using Pinyin in learning Chinese language: A Cognitive load perspective, 4th International Cognitive Load Theory Conference, Hong Kong, presented at 4th International Cognitive Load Theory Conference, Hong Kong, 22 November 2010 - 25 November 2010
2010
Kalyuga S, 2009, 'Managing cognitive load in ICT-based learning', in Proceedings of the 2nd International Multi-Conference on Society, Cybernetics and Informatics, Volume 1, International Institute of Informatics and Systematics, Winter Garden, Florida, USA, pp. 114 - 119, presented at 2nd International Multi-Conference on Society, Cybernetics and Informatics., Orlando, Florida USA, 10 July 2009 - 13 July 2009
2009
Kalyuga S, 2008, 'Implications of Expertise Reversal Effect for Adaptive Multimedia Learning', in Morris BA; Ferguson GM (eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2008, NOVA SCIENCE PUBLISHERS, INC, Vienna, Austria, pp. 117 - 132, presented at World Conference on Educational Multimedia, Hypermedia and Telecommunications 2008, Vienna, Austria, 30 June 2008 - 04 July 2008, http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000278911700005&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=891bb5ab6ba270e68a
2008
Lee CH; Kalyuga S, 2008, 'Effectiveness of different written presentation formats in learning Chinese as a second language', in Effectiveness of different written presentation formats in learning Chinese as a second language, The 2nd International Conference in Cognitive Load Theory, Wollongong, Australia, presented at The 2nd International Conference in Cognitive Load Theory, Wollongong, Australia, 29 February 2008 - 02 March 2008
2008
Kalyuga S; Plass J, 2007, 'Managing Cognitive Load in Instructional Simulations', in IADIS International Conference e-Learning 2007, IADIS International Conference e-Learning 2007, Lisbon, Portugal, presented at IADIS International Conference e-Learning 2007, Lisbon, Portugal, 06 July 2007 - 08 July 2007
2007
Kalyuga S, 2005, 'Effects of prior knowledge on multimedia learning: Does expertise reverse and how to manage it?', in ED-MEDIA 2005 World Conference on Educational Multimedia, Hypermedia and Telecommunications, ED-MEDIA 2005 World Conference on Educational Multimedia, Hypermedia and Telecommunications, Montreal, Canada, pp. 3164 - 3170, presented at ED-MEDIA 2005 World Conference on Educational Multimedia, Hypermedia and Telecommunications, Montreal, Canada, 27 June 2005 - 02 July 2005
2005
Kalyuga S, 2005, 'When less is more in cognitive diagnosis', in XXVIIth Annual Conference of Cognitive Science Society, Lawrence Erlbaum, Mahway, N.J., pp. 1084 - 1089, presented at XXVIIth Annual Conference of Cognitive Science Society, Stresa, Italy, 21 July 2005 - 23 July 2005
2005
Kalyuga S, 2003, 'Rapid diagnostic assessment of learner`s knowledge to optimize cognitive load factors', in Slezak PP (ed.), International Conference on Cognitive Science, International Conference on Cognitive Science, Univerisity of New South Wales, Sydney, pp. 250 - 255, presented at International Conference on Cognitive Science, Univerisity of New South Wales, Sydney, 13 July 2003 - 17 July 2003
2003
Kalyuga S, 2003, 'Rapid assessment of learners' knowledge in adaptive learning environments', in Hoppe HU; Verdejo F; Kay J (eds.), ARTIFICIAL INTELLIGENCE IN EDUCATION, I O S PRESS, Sydney, AUSTRALIA, pp. 167 - 174, presented at 11th International Conference on Artificial Intelligence in Education (AI-ED 2003), Sydney, AUSTRALIA, 20 July 2003 - 24 July 2003, http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000189487400020&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=891bb5ab6ba270e68a29b250adbe88d1
2003
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, http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000088388800252&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=891bb5ab6ba270e68a29b250adbe88d1
2000
Conference Presentations
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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, http://dx.doi.org/10.1037/edu0000018
2014
Journal articles
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Chen O; Retnowati E; Kalyuga S, 2020, 'Element interactivity as a factor influencing the effectiveness of worked example–problem solving and problem solving–worked example sequences', British Journal of Educational Psychology, vol. 90, pp. 210 - 223, http://dx.doi.org/10.1111/bjep.12317
2020
Schrader C; Kalyuga S, 2020, 'Linking students’ emotions to engagement and writing performance when learning Japanese letters with a pen-based tablet: An investigation based on individual pen pressure parameters', International Journal of Human Computer Studies, vol. 135, http://dx.doi.org/10.1016/j.ijhcs.2019.102374
2020
Chen O; Kalyuga S, 2020, 'Exploring factors influencing the effectiveness of explicit instruction first and problem-solving first approaches', European Journal of Psychology of Education, vol. 35, pp. 607 - 624, http://dx.doi.org/10.1007/s10212-019-00445-5
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, vol. 32, pp. 229 - 247, http://dx.doi.org/10.1007/s10648-019-09500-5
2020
Khacharem A; Trabelsi K; Zoudji B; Kalyuga S, 2020, 'Communicating Dynamic Behaviors in Basketball: The Role of Verbal Instructions and Arrow Symbols', Research Quarterly for Exercise and Sport, vol. 91, pp. 219 - 227, http://dx.doi.org/10.1080/02701367.2019.1657553
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, vol. 34, pp. 837 - 843, http://dx.doi.org/10.1002/acp.3668
2020
Khacharem A; Trabelsi K; Engel FA; Sperlich B; Kalyuga S, 2020, 'The Effects of Temporal Contiguity and Expertise on Acquisition of Tactical Movements', Frontiers in Psychology, vol. 11, http://dx.doi.org/10.3389/fpsyg.2020.00413
2020
Jiang D; Kalyuga S, 2020, 'Confirmatory Factor Analysis of Cognitive Load Ratings Supports a Two-Factor Model', QUANTITATIVE METHODS FOR PSYCHOLOGY, vol. 16, pp. 216 - 225, http://dx.doi.org/10.20982/tqmp.16.3.p216
2020
Jiang D; Kalyuga S; Sweller J, 2020, 'Comparing face-to-face and computer-mediated collaboration when teaching EFL writing skills', Educational Psychology, http://dx.doi.org/10.1080/01443410.2020.1785399
2020
Chen O; Retnowati E; Kalyuga S, 2019, 'Effects of worked examples on step performance in solving complex problems', Educational Psychology, vol. 39, pp. 188 - 202, http://dx.doi.org/10.1080/01443410.2018.1515891
2019
Likourezos V; Kalyuga S; Sweller J, 2019, 'The Variability Effect: When Instructional Variability Is Advantageous', Educational Psychology Review, vol. 31, pp. 479 - 497, http://dx.doi.org/10.1007/s10648-019-09462-8
2019
Plass JL; Kalyuga S, 2019, 'Four Ways of Considering Emotion in Cognitive Load Theory', Educational Psychology Review, vol. 31, pp. 339 - 359, http://dx.doi.org/10.1007/s10648-019-09473-5
2019
Khacharem A; Zoudji B; Kalyuga S, 2019, 'Which representation is best for communicating dynamic information?', Memory, vol. 27, pp. 943 - 951, http://dx.doi.org/10.1080/09658211.2019.1609520
2019
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, vol. 30, pp. 1139 - 1165, http://dx.doi.org/10.1007/s10648-017-9427-1
2018
Likourezos V; Kalyuga S, 2017, 'Instruction-first and problem-solving-first approaches: alternative pathways to learning complex tasks', Instructional Science, vol. 45, pp. 195 - 219, http://dx.doi.org/10.1007/s11251-016-9399-4
2017
Miravete S; Tricot A; Kalyuga S; Amadieu F, 2017, 'Configured-groups hypothesis: fast comparison of exact large quantities without counting', Cognitive Processing, vol. 18, pp. 447 - 459, http://dx.doi.org/10.1007/s10339-017-0826-5
2017
Lin L; Lee CH; Kalyuga S; Wang Y; Guan S; Wu H, 2017, 'The Effect of Learner-Generated Drawing and Imagination in Comprehending a Science Text', Journal of Experimental Education, vol. 85, pp. 142 - 154, http://dx.doi.org/10.1080/00220973.2016.1143796
2017
Blayney P; Kalyuga S; Sweller J, 2016, 'The impact of complexity on the expertise reversal effect: experimental evidence from testing accounting students', Educational Psychology, vol. 36, pp. 1868 - 1885, http://dx.doi.org/10.1080/01443410.2015.1051949
2016
Zhang L; Kalyuga S; Lee C; Lei C, 2016, 'Effectiveness of collaborative learning of computer programming under different learning group formations according to students' prior knowledge: a cognitive load perspective', Journal of Interactive Learning Research, vol. 27, pp. 171 - 192
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, vol. 29, pp. 393 - 405, http://dx.doi.org/10.1007/s10648-016-9359-1
2016
Chen O; Kalyuga S; Sweller J, 2016, 'When instructional guidance is needed', Educational and Developmental Psychologist, vol. 33, pp. 149 - 162, http://dx.doi.org/10.1017/edp.2016.16
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, vol. 52, pp. 1 - 19, http://dx.doi.org/10.1002/jocb.157
2016
Kalyuga S; Liu TC, 2015, 'Managing Cognitive Load in Technology-Based Learning Environments', Journal of Educational Technology & Society, vol. 18, pp. 1 - 8
2015
Blayney P; Kalyuga S; Sweller J, 2015, 'Using Cognitive Load Theory to Tailor Instruction to Levels of Accounting Students’ Expertise', Journal of Educational Technology & Society, vol. 18, pp. 199 - 210
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, vol. 52, pp. 307 - 333, http://dx.doi.org/10.3102/0002831214549450
2015
Liu T-C; Lin Y-C; Gao Y; Yeh S-C; Kalyuga S, 2015, 'Does the redundancy effect exist in electronic slideshow assisted lecturing?', Computers & Education, vol. 88, pp. 303 - 314, http://dx.doi.org/10.1016/j.compedu.2015.04.014
2015
Chen O; Kalyuga S; Sweller J, 2015, 'The Worked Example Effect, the Generation Effect, and Element Interactivity.', Journal of Educational Psychology, vol. 107, pp. 689 - 704, http://dx.doi.org/10.1037/edu0000018
2015
Khacharem A; Zoudji B; Kalyuga S, 2015, 'Expertise reversal for different forms of instructional designs in dynamic visual representations', British Journal of Educational Technology, vol. 46, pp. 756 - 767, http://dx.doi.org/10.1111/bjet.12167
2015
Kalyuga S; Liu TC, 2015, 'Guest Editorial: Managing cognitive load in technology-based learning environments', Educational Technology and Society, vol. 18, pp. 1 - 8
2015
Hsu C-Y; Kalyuga S; Sweller J, 2015, 'When should guidance be presented in physics instruction?', Archives of Scientific Psychology, vol. 3, pp. 37 - 53, http://dx.doi.org/10.1037/arc0000012
2015
Khacharem A; Zoudji B; Kalyuga S, 2015, 'Perceiving versus inferring movements to understand dynamic events: The influence of content complexity', Psychology of Sport and Exercise, vol. 19, pp. 70 - 75, http://dx.doi.org/10.1016/j.psychsport.2015.03.004
2015
Kalyuga S; Singh A-M, 2015, 'Rethinking the Boundaries of Cognitive Load Theory in Complex Learning', Educational Psychology Review, vol. 27, pp. 1 - 22, http://dx.doi.org/10.1007/s10648-015-9352-0
2015
Khacharem A; Zoudji B; Spanjers IAE; Kalyuga S, 2014, 'Improving learning from animated soccer scenes: Evidence for the expertise reversal effect', Computers in Human Behavior, vol. 35, pp. 339 - 349, http://dx.doi.org/10.1016/j.chb.2014.03.021
2014
Khacharem A; Zoudji B; Kalyuga S, 2014, 'Expertise reversal for different forms of instructional designs in dynamic visual representations', British Journal of Educational Technology, http://dx.doi.org/10.1111/bjet.12167
2014
Pachman M; Sweller J; Kalyuga S, 2014, 'Effectiveness of combining worked examples and deliberate practice for high school geometry', Applied Cognitive Psychology, vol. 28, pp. 685 - 692, http://dx.doi.org/10.1002/acp.3054
2014
Khacharem A; Zoudji B; Kalyuga S; Ripoll H, 2013, 'The expertise reversal effect for sequential presentation in dynamic soccer visualizations', Journal of Sport and Exercise Psychology, vol. 35, pp. 260 - 269, http://dx.doi.org/10.1123/jsep.35.3.260
2013
Pachman M; Sweller J; Kalyuga S, 2013, 'Levels of knowledge and deliberate practice', Journal of Experimental Psychology: Applied, vol. 19, pp. 108 - 119, http://dx.doi.org/10.1037/a0032149
2013
Kalyuga S, 2013, 'Enhancing transfer by learning generalized domain knowledge structures', European Journal of Psychology of Education, vol. 28, pp. 1477 - 1493, http://dx.doi.org/10.1007/s10212-013-0176-3
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, vol. 81, pp. 385 - 408, http://dx.doi.org/10.1080/00220973.2012.727884
2013
Ng HK; Kalyuga S; Sweller J, 2013, 'Reducing transience during animation: a cognitive load perspective', Educational Psychology, vol. 33, pp. 755 - 772, http://dx.doi.org/10.1080/01443410.2013.785050
2013
Kalyuga S, 2012, 'For whom exploratory learning may not work: Implications of the expertise reversal effect in cognitive load theory', Technology Instruction Cognition and Learning, vol. 9, pp. 63 - 80
2012
Khacharem A; Spanjers I; Zoudji B; Kalyuga S; Ripoll H, 2012, 'Using segmentation to support the learning from animated soccer scenes: An effect of prior knowledge', Psychology of Sport and Exercise, vol. 14, pp. 154 - 160, http://dx.doi.org/10.1016/j.psychsport.2012.10.006
2012
Kalyuga S; Rikers R; Paas F, 2012, 'Educational implications of expertise reversal effects in learning and performance of complex cognitive and sensorimotor skills', Educational Psychology Review, vol. 24, pp. 313 - 337, http://dx.doi.org/10.1007/s10648-012-9195-x
2012
Darabi A; Kalyuga S, 2012, 'Improvement of organizational performance and instructional design: An analogy based on general principles of natural information processing systems.', Performance Improvement Quarterly, vol. 25, pp. 23 - 35, http://dx.doi.org/10.1002/piq.21122
2012
Kalyuga S; Law Y; Lee CH, 2012, 'Expertise reversal effect in reading Chinese texts with added causal words', Instructional Science, vol. 41, pp. 481 - 497, http://dx.doi.org/10.1007/s11251-012-9239-0
2012
Hatsidimitris G; Kalyuga S, 2012, 'Guided self-management of transient information in animations through pacing and sequencing strategies', Etr&D - Educational Technology Research and Development, vol. 61, pp. 91 - 105, http://dx.doi.org/10.1007/s11423-012-9276-z
2012
Lee CH; Kalyuga S, 2011, 'Effectiveness of different pinyin presentation formats in learning Chinese characters: A cognitive load perspective', Language Learning, vol. 61, pp. 1 - 20
2011
Kalyuga S, 2011, 'Cognitive load theory: How many types of load does it really need?', Educational Psychology Review, vol. 23, pp. 1 - 19, http://dx.doi.org/10.1007/s10648-010-9150-7
2011
Kalyuga S, 2011, 'Informing: A Cognitive Load Perspective', Informing Science: the International Journal of an Emerging Transdiscipline, vol. 14, pp. 33 - 45
2011
Kalyuga S; Hanham JM, 2010, 'Instructing in generalized knowledge structures to develop flexible problem solving skills', Computers in Human Behavior, vol. 27, pp. 63 - 68, http://dx.doi.org/10.1016/j.chb.2010.05.024
2010
Oksa A; Kalyuga S; Chandler PA, 2010, 'Expertise reversal effect in using explanatory notes for readers of Shakespearean text', Instructional Science, vol. 38, pp. 217 - 236
2010
Kalyuga S; Renkl A; Paas F, 2010, 'Facilitating flexible problem solving: A cognitive load perspective', Educational Psychology Review, vol. 22, pp. 175 - 186, http://dx.doi.org/10.1007/s10648-010-9132-9
2010
Lee CH; Kalyuga S, 2010, 'Effectiveness of on-screen pinyin in learning Chinese: An expertise reversal for multimedia redundancy effect', Computers in Human Behavior, vol. 27, pp. 11 - 15, http://dx.doi.org/10.1016/j.chb.2010.05.024
2010
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, vol. 38, pp. 277 - 287, http://dx.doi.org/10.1007/s11251-009-9105-x
2009
Lambert J; Kalyuga S; Capan L, 2009, 'Student perceptions and cognitive load: What can they tell us about e-learning Web 2.0 course design?', E-Learning, vol. 6, pp. 150 - 163, http://dx.doi.org/10.2304/elea.2009.6.2.150
2009
Kalyuga S, 2009, 'Managing cognitive load in adaptive ICT-based learning', Journal of Systemics, Cybernetics and Informatics, vol. 7, pp. 16 - 21
2009
Kalyuga S; Renkl A, 2009, 'Expertise reversal effect and its instructional implications: introduction to the special issue', Instructional Science, vol. 38, pp. 209 - 215, http://dx.doi.org/10.1007/s11251-009-9102-0
2009
Plass JL; Homer BD; Milne C; Jordan T; Kalyuga S; Kim M; Lee H, 2009, 'Design Factors for Effective Science Simulations: Representation of Information', INTERNATIONAL JOURNAL OF GAMING AND COMPUTER-MEDIATED SIMULATIONS, vol. 1, pp. 16 - 35, http://dx.doi.org/10.4018/jgcms.2009010102
2009
Kalyuga S, 2009, 'Knowledge elaboration: A cognitive load perspective', Learning and Instruction, vol. 19, pp. 402 - 410, http://dx.doi.org/10.1016/j.learninstruc.2009.02.003
2009
Oksa A; Kalyuga S; Chandler PA, 2009, 'Expertise reversal effect in using explanatory notes for readers of Shakesperean text', Instructional Science, vol. 38, pp. 217 - 236, http://dx.doi.org/10.1007/s11251-009-9109-6
2009
Kalyuga S, 2009, 'Cognitive load factors in the instructional design for advanced learners', Cognitive Load Factors in the Instructional Design For Advanced Learners, pp. 1 - 131
2009
Kalyuga S, 2009, 'Instructional designs for the development of transferable knowledge and skills: A cognitive load perspective', Computers in Human Behavior, vol. 25, pp. 332 - 338, http://dx.doi.org/10.1016/j.chb.2008.12.019
2009
Plass J; Homer B; Milne C; Jordan T; Kalyuga S; Kim M; Hyunjeong L, 2009, 'Design factors for effective science simulations: Representation of information', International Journal of Gaming and Computer-Mediated Simulations, vol. 1, pp. 16 - 35, http://dx.doi.org/10.4018/jgcms.2009010102
2009
2009
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, vol. 28, pp. 809 - 822, http://dx.doi.org/10.1080/01443410802322069
2008
Kalyuga S; Kalyuga M, 2008, 'Metaphor awareness in teaching vocabulary', Language Learning Journal, vol. 36, pp. 249 - 257, http://dx.doi.org/10.1080/09571730802390767
2008
Kalyuga S, 2008, 'Relative effectiveness of animated and static diagrams: An effect of learner prior knowledge', Computers in Human Behavior, vol. 24, pp. 852 - 861, http://dx.doi.org/10.1016/j.chb.2007.02.018
2008
Kalyuga S, 2008, 'When less is more in cognitive diagnosis: A rapid online method for diagnosing learner task-specific expertise', Journal of Educational Psychology, vol. 100, pp. 603 - 612, http://dx.doi.org/10.1037/0022-0663.100.3.603
2008
Kalyuga S, 2007, 'Enhancing Instructional Efficiency of Interactive E-Learning Environments: A Cognitive Load Perspective', Educational Psychology Review, vol. 19, pp. 387 - 399, http://dx.doi.org/10.1007/s10648-007-9051-6
2007
Kalyuga S, 2007, 'Expertise Reversal Effect and Its Implications for Learner-Tailored Instruction', Educational Psychology Review, vol. 19, pp. 509 - 539, http://dx.doi.org/10.1007/s10648-007-9054-3
2007
Kalyuga S, 2006, 'Rapid assessment of learners` proficiency: A cognitive load approach', Educational Psychology, vol. 26, pp. 735 - 749, http://dx.doi.org/10.1080/01443410500342674
2006
Kalyuga S, 2006, 'A Handbook of Wisdom: Psychological perspectives', Educational Psychology, vol. 26, pp. 709 - 711
2006
Kalyuga S, 2006, 'Rapid cognitive assessment of learners` knowledge structures', Learning and Instruction, vol. 16, pp. 1 - 11, http://dx.doi.org/10.1016/j.learninstruc.2005.12.002
2006
Kalyuga S, 2006, 'Assessment of learners` organized knowledge structures in adaptive learning environments', Applied Cognitive Psychology, vol. 20, pp. 333 - 342, http://dx.doi.org/10.1002/acp.1249
2006
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, vol. 53, pp. 83 - 93, http://dx.doi.org/10.1007/BF02504800
2005
Kalyuga S; Chandler PA; Sweller J, 2004, 'When redundant on-screen text in multimedia technical instruction can interfere with learning', Human Factors, vol. 46, pp. 567 - 581, http://dx.doi.org/10.1518/hfes.46.3.567.50405
2004
Kalyuga S; Chandler P; Sweller J, 2004, 'When Redundant On-Screen Text in Multimedia Technical Instruction Can Interfere With Learning', Human Factors: The Journal of the Human Factors and Ergonomics Society, vol. 46, pp. 567 - 581, http://dx.doi.org/10.1518/hfes.46.3.567.3809
2004
Kalyuga S; Chandler P; Sweller J, 2004, 'When redundant on-screen text in multimedia technical instruction clan interfere with learning', HUMAN FACTORS, vol. 46, pp. 567 - 581, http://dx.doi.org/10.1518/hfes.46.3.567.1640
2004
Kalyuga S; Chandler P; Sweller J, 2004, 'When Redundant On-Screen Text in Multimedia Technical Instruction Can Interfere With Learning', Human Factors: The Journal of the Human Factors and Ergonomics Society, vol. 46, pp. 567 - 581, http://dx.doi.org/10.1518/hfes.46.3.567.1640
2004
Kalyuga S; Sweller J, 2004, 'Measuring knowledge to optimize cognitive load factors during instruction', Journal of Educational Psychology, vol. 96, pp. 558 - 568, http://dx.doi.org/10.1037/0022-0663.96.3.558
2004
Kalyuga S; Knapp P, 2004, 'Rapid cognitive assessment of reading skills', International Journal of Psychology, vol. 39, pp. 203 - 204, http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000226118001850&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=891bb5ab6ba270e68a
2004
Kalyuga S; Ayres PL; Chandler PA; Sweller J, 2003, 'The expertise reversal effect', Educational Psychologist, vol. 38, pp. 23 - 31, http://dx.doi.org/10.1207/S15326985EP3801_4
2003
Kalyuga S; Chandler P; Tuovinen J; Sweller J, 2001, 'When problem solving is superior to studying worked examples.', Journal of Educational Psychology, vol. 93, pp. 579 - 588, http://dx.doi.org/10.1037//0022-0663.93.3.579
2001
Kalyuga S; Chandler PA; Sweller J, 2001, 'Learner experience and efficiency of instructional guidance', Educational Psychology, pp. 5 - 23
2001
Kalyuga S; Chandler PA; Sweller J; Tuovinen J, 2001, 'When problem solving is superior to studying worked examples', Journal of Educational Psychology, vol. 93, pp. 579 - 588, http://dx.doi.org/10.1037/0022-0663.93.3.579
2001
Kalyuga S; Chandler P; Sweller J, 2000, 'Incorporating learner experience into the design of multimedia instruction.', Journal of Educational Psychology, vol. 92, pp. 126 - 136, http://dx.doi.org/10.1037//0022-0663.92.1.126
2000
Kalyuga S, 2000, 'When using sound with a text or picture is not beneficial for learning', Australasian Journal of Educational Technology, vol. 16, http://dx.doi.org/10.14742/ajet.1829
2000
Kalyuga S; Chandler PA; Sweller J, 2000, 'Incorporating Learner Experience Into the Design of Multimedia Instruction', Journal of Educational Psychology, vol. 92, pp. 126 - 136, http://dx.doi.org/10.1037/0022-0663.92.1.126
2000
Sweller J; Chandler PA; Kalyuga S, 1999, 'Managing split-attention and redundancy in multimedia instruction', Applied Cognitive Psychology, vol. 13, pp. 351 - 371, http://dx.doi.org/10.1002/acp.1773
1999
Kalyuga S; Chandler P; Sweller J, 1999, 'Managing Split-attention and Redundancy in Multimedia Instruction', Applied Cognitive Psychology, vol. 13, pp. 351 - 371, http://dx.doi.org/10.1002/(SICI)1099-0720(199908)13:4<351::AID-ACP589>3.0.CO;2-6
1999
Kalyuga S; Chandler PA; Sweller J, 1998, 'Levels of expertise and instructional design', Human Factors, vol. 40, pp. 1 - 17, http://dx.doi.org/10.1518/001872098779480587
1998
Kalyuga S, 1997, 'Cognitive load effects and design of computer based instruction', Proceedings of the ACM International Conference on Digital Libraries, pp. 260
1997
Subject areas