Jeroen J. G. van Merriënboer

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: In this paper, the authors discuss recent developments in cognitive load theory related to the current view in instructional design that real-life tasks should be the driving force for complex learning, and provide guidelines for future research.

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.

TL;DR: Cognitive load theory aims to develop instructional design guidelines based on a model of human cognitive architecture that assumes a limited working memory and an unlimited long‐term memory holding cognitive schemas and learns as the construction and automation of such schemas.

TL;DR: It is concluded that the method for calculating and representing relative condition efficiency discussed here can be a valuable addition to research on the training and performance of complex cognitive tasks.