Fred Paas

TL;DR: Cognitive load theory has been designed to provide guidelines intended to assist in the presentation of information in a manner that encourages learner activities that optimize intellectual performance as discussed by the authors, which assumes a limited capacity working memory that includes partially independent subcomponents to deal with auditory/verbal material and visual/2- or 3-dimensional information as well as an effectively unlimited long-term memory, holding schemas that vary in their degree of automation.

TL;DR: Cognitive load theory (CLT) is a major theory providing a framework for investigations into cognitive processes and instructional design, and by simultaneously considering the structure of information and the cognitive architecture that allows learners to process that information, cognitive load theorists have been able to generate a unique variety of new and sometimes counterintuitive instructional designs and procedures.

TL;DR: In this paper, the authors discuss cognitive load measurement techniques with regard to their contribution to cognitive load theory (CLT), which is concerned with the design of instructional methods that efficiently use people's limited cognitive processing capacity to apply acquired knowledge and skills to new situations (i.e., transfer).

TL;DR: In this article, the authors studied the effect of cognitive load on the transfer performance of three computer-based training strategies: the conventional, worked, and completion conditions, respectively, emphasizing the solving of conventional problems, the study of worked-out problems, and the completion of partly worked out problems.

TL;DR: In this article, four computer-based training strategies for geometrical problem solving in the domain of computer numerically controlled machinery programming were studied with regard to their effects on training performance, transfer performance, and cognitive load.