John Sweller

Q: What Schools Are Affiliated With John Sweller

John Sweller is affiliated with the following schools: University of New South Wales, University of Adelaide

John Sweller's AcademicInfluence.com Rankings

John Sweller

Psychology

#1248

World Rank

#1536

Historical Rank

Cognitive Psychology

#65

World Rank

#67

Historical Rank

psychology Degrees

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Psychology

John Sweller's Degrees

PhD Cognitive Psychology University of Adelaide

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John Sweller's Published Works

Number of citations in a given year to any of this author's works

Total number of citations to an author for the works they published in a given year. This highlights publication of the most important work(s) by the author

Published Works

Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006) (6066)
Cognitive Load During Problem Solving: Effects on Learning (1988) (5996)
Cognitive Architecture and Instructional Design (1998) (4944)
COGNITIVE LOAD THEORY, LEARNING DIFFICULTY, AND INSTRUCTIONAL DESIGN (1994) (2999)
Cognitive Load Theory and the Format of Instruction (1991) (2619)
Cognitive Load Theory and Instructional Design: Recent Developments (2003) (2145)
Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions (2005) (1802)
Cognitive load theory (2011) (1787)
The Expertise Reversal Effect (2003) (1638)
Why Some Material Is Difficult to Learn (1994) (1436)
Element Interactivity and Intrinsic, Extraneous, and Germane Cognitive Load (2010) (1241)
The Use of Worked Examples as a Substitute for Problem Solving in Learning Algebra (1985) (1197)
Reducing cognitive load by mixing auditory and visual presentation modes (1995) (1032)
Cognitive load theory in health professional education: design principles and strategies (2010) (995)
Managing split-attention and redundancy in multimedia instruction (1999) (970)
Instructional Design in Technical Areas (1999) (944)
Cognitive Load Theory: Instructional Implications of the Interaction between Information Structures and Cognitive Architecture (2004) (920)
Effects of schema acquisition and rule automation on mathematical problem-solving transfer. (1987) (783)
THE SPLIT‐ATTENTION EFFECT AS A FACTOR IN THE DESIGN OF INSTRUCTION (1992) (753)
Assimilating complex information (2002) (654)
Cognitive load as a factor in the structuring of technical material. (1990) (642)
Implications of Cognitive Load Theory for Multimedia Learning (2005) (636)
When two sensory modes are better than one (1997) (571)
Cognitive Architecture and Instructional Design: 20 Years Later (2019) (552)
When problem solving is superior to studying worked examples. (2001) (530)
Levels of Expertise and Instructional Design (1998) (496)
Incorporating Learner Experience into the Design of Multimedia Instruction. (2000) (481)
Guidance during Mathematical Problem Solving. (1988) (467)
Evolution of human cognitive architecture (2003) (452)
Evidence for Cognitive Load Theory (1991) (443)
Structuring Effective Worked Examples (1990) (441)
Cognitive Load While Learning to Use a Computer Program (1996) (438)
Instructional Design Consequences of an Analogy between Evolution by Natural Selection and Human Cognitive Architecture (2004) (430)
A comparison of cognitive load associated with discovery learning and worked examples (1999) (397)
Efficiency in Learning: Evidence-Based Guidelines to Manage Cognitive Load (2005) (378)
Why Minimally Guided Teaching Techniques Do Not Work: A Reply to Commentaries (2007) (374)
Cognitive technology: Some procedures for facilitating learning and problem solving in mathematics and science. (1989) (361)
An Evolutionary Upgrade of Cognitive Load Theory: Using the Human Motor System and Collaboration to Support the Learning of Complex Cognitive Tasks (2012) (351)
Learner Control, Cognitive Load and Instructional Animation (2007) (314)
Cognitive Load Theory: New Conceptualizations, Specifications, and Integrated Research Perspectives (2010) (305)
The Role of Visual Indicators in Dual Sensory Mode Instruction (1997) (293)
The worked example effect and human cognition (2006) (262)
The Cambridge Handbook of Multimedia Learning: The Split-Attention Principle in Multimedia Learning (2005) (259)
Rapid dynamic assessment of expertise to improve the efficiency of adaptive e-learning (2005) (253)
Cognitive load theory, modality of presentation and the transient information effect. (2011) (240)
When Redundant On-Screen Text in Multimedia Technical Instruction Can Interfere With Learning (2004) (230)
What do students learn while solving mathematics problems (1985) (227)
Cognitive Load Theory: Cognitive Load Theory: Recent Theoretical Advances (2010) (221)
Putting Students on the Path to Learning: The Case for Fully Guided Instruction. (2012) (217)
From Cognitive Load Theory to Collaborative Cognitive Load Theory (2018) (212)
Cognitive load theory, the transient information effect and e-learning (2012) (210)
The impact of sequencing and prior knowledge on learning mathematics through spreadsheet applications (2005) (210)
The Mirror Neuron System and Observational Learning: Implications for the Effectiveness of Dynamic Visualizations (2009) (209)
Measuring cognitive load (2018) (204)
Natural Information Processing Systems (2006) (202)
Learner Experience and Efficiency of Instructional Guidance (2001) (200)
Measuring Knowledge to Optimize Cognitive Load Factors During Instruction. (2004) (199)
When auditory presentations should and should not be a component of multimedia instruction (2003) (193)
The Cambridge Handbook of Multimedia Learning: The Modality Principle in Multimedia Learning (2005) (192)
Development of expertise in mathematical problem solving. (1983) (188)
Effects of Goal Specificity on Means-Ends Analysis and Learning. (1982) (185)
Instructional animations can be superior to statics when learning human motor skills (2009) (179)
Cognitive load theory and educational technology (2020) (175)
Learning by imagining. (2001) (175)
The Redundancy Principle in Multimedia Learning (2005) (175)
Some cognitive processes and their consequences for the organisation and presentation of information (1993) (170)
Explorations in Learning & Instruction: The Theory Into Practice Database (2003) (167)
Learning to Solve Compare Word Problems: The Effect of Example Format and Generating Self-Explanations (1998) (163)
Domain-Specific Knowledge and Why Teaching Generic Skills Does Not Work (2014) (150)
Cognitive Load Theory for the Design of Medical Simulations (2015) (150)
Learning and understanding science instructional material. (2003) (138)
The Split-Attention Principle in Multimedia Learning (2021) (124)
The worked-example effect using ill-defined problems: Learning to recognise designers' styles (2009) (121)
Working Memory, Long-term Memory, and Instructional Design (2016) (112)
Some Conditions under Which Integrated Computer-Based Training Software Can Facilitate Learning (1996) (111)
Cognitive load effects in a primary-school geometry task (1993) (108)
Not New, but Nearly Forgotten: the Testing Effect Decreases or even Disappears as the Complexity of Learning Materials Increases (2015) (106)
Redundancy in foreign language reading comprehension instruction: Concurrent written and spoken presentations (2007) (106)
Extending Cognitive Load Theory to Incorporate Working Memory Resource Depletion: Evidence from the Spacing Effect (2018) (98)
The effect of written text on comprehension of spoken English as a foreign language. (2007) (95)
Cognitive load theory and instructional design (1997) (94)
The Expertise Reversal Effect is a Variant of the More General Element Interactivity Effect (2017) (93)
Development of expertise in mathematical problem solving (1983) (92)
Should Problem Solving Be Used as a Learning Device in Mathematics (1989) (88)
Human cognitive architecture: Why some instructional procedures work and others do not. (2012) (87)
Human Cognitive Architecture (2007) (86)
The worked example effect, the generation effect, and element interactivity. (2015) (86)
Consequences of history-cued and means–end strategies in problem solving. (1982) (83)
The imagination effect increases with an increased intrinsic cognitive load (2008) (79)
Can Collaborative Learning Improve the Effectiveness of Worked Examples in Learning Mathematics? (2017) (79)
Cognitive load and the imagination effect (2004) (78)
The Modality Principle in Multimedia Learning (2014) (76)
Interactions among the imagination, expertise reversal, and element interactivity effects. (2005) (75)
Cognitive Bases of Human Creativity (2009) (73)
Discussion of ‘emerging topics in cognitive load research: using learner and information characteristics in the design of powerful learning environments’ (2006) (69)
What Human Cognitive Architecture Tells Us About Constructivism (2009) (67)
Interactions between the isolated–interactive elements effect and levels of learner expertise: experimental evidence from an accountancy class (2010) (67)
Learning subject content through a foreign language should not ignore human cognitive architecture: A cognitive load theory approach (2017) (67)
Teaching general problem-solving skills is not a substitute for, or a viable addition to, teaching mathematics (2010) (66)
The Cambridge Handbook of Multimedia Learning: The Redundancy Principle in Multimedia Learning (2005) (64)
Cognitive load theory and the effects of transient information on the modality effect (2016) (64)
In Academe, What Is Learned, and How Is It Learned? (2015) (63)
High Element Interactivity Information During Problem Solving may Lead to Failure to Obtain the Testing Effect (2015) (63)
Cognitive Load Theory: Advances in Research on Worked Examples, Animations, and Cognitive Load Measurement (2010) (62)
Cognitive Load Theory, Evolutionary Educational Psychology, and Instructional Design (2016) (61)
Worked example effects in individual and group work settings (2010) (61)
Instructional Implications of David C. Geary's Evolutionary Educational Psychology (2008) (60)
Locus of Difficulty in Multistage Mathematics Problems (1990) (60)
Effects of prior knowledge on collaborative and individual learning (2019) (58)
Visualisation and Instructional Design (2002) (58)
When imagining information is effective (2003) (58)
Cognitive load theory and music instruction (2008) (57)
Instructional Design in Technical Areas. Australian Education Review, No. 43. (1999) (55)
The effects of technical illustrations on cognitive load (1991) (53)
The Effect of Worked Examples When Learning to Write Essays in English Literature (2013) (52)
Cognitive load theory : Researching and planning teaching to maximise learning (2015) (49)
Relations between the worked example and generation effects on immediate and delayed tests (2016) (49)
Translating words into equations: a cognitive load theory approach (2005) (46)
Control mechanisms in problem solving (1983) (46)
Redundancy and expertise reversal effects when using educational technology to learn primary school science (2012) (45)
Effects of Subgoal Density and Location on Learning during Problem Solving. (1982) (44)
Altering the Modality of Instructions to Facilitate Imagination: Interactions between the Modality and Imagination Effects (2006) (44)
The Split-Attention Effect (2011) (43)
Problem-solving or Explicit Instruction: Which Should Go First When Element Interactivity Is High? (2020) (40)
Should self-regulated learning be integrated with cognitive load theory? A commentary (2017) (40)
Intrinsic and Extraneous Cognitive Load (2011) (39)
Using Cognitive Load Theory to Tailor Instruction to Levels of Accounting Students' Expertise (2015) (39)
Understanding Instructions (2004) (39)
Learning Geometry Problem Solving by Studying Worked Examples (2015) (39)
The use of illustrations when learning to read: A cognitive load theory approach (2009) (37)
From Theory to Practice: The Application of Cognitive Load Theory to the Practice of Medicine (2020) (36)
Using cognitive load theory to structure computer-based learning including MOOCs (2017) (36)
Improving Listening Skills in English as a Foreign Language by Reading Rather than Listening: A Cognitive Load Perspective (2012) (35)
The Redundancy Effect (2011) (35)
I Cognitive Processes and Instructional Procedures (1990) (34)
Efficiency in learning (2006) (33)
On the Limited Evidence for the Effectiveness of Teaching General Problem-Solving Strategies. (1990) (31)
APA educational psychology handbook, Vol 1: Theories, constructs, and critical issues. (2012) (31)
Demands Imposed on Primary-School Students by Geometric Models (1994) (30)
Cognitive Load Theory and the Use of Educational Technology. (2008) (30)
Einstellung, the sequence effect, and hypothesis theory. (1978) (29)
Instructional Visualizations, Cognitive Load Theory, and Visuospatial Processing (2019) (29)
THE EFFECT OF TASK COMPLEXITY AND SEQUENCE ON RULE LEARNING AND PROBLEM SOLVING (1976) (28)
When should guidance be presented in physics instruction (2015) (27)
The consequences of fading instructional guidance on delayed performance: the case of financial services training (2008) (26)
Collaborative learning effects when students have complete or incomplete knowledge (2018) (24)
Learning from equations or words (1997) (24)
Cognitive Load Theory and E-Learning (2011) (24)
The Variability Effect: When Instructional Variability Is Advantageous (2019) (23)
Transfer Effects in a Problem Solving Context (1980) (23)
A growth mindset lowers perceived cognitive load and improves learning: Integrating motivation to cognitive load. (2020) (23)
Cognitive Load Theory : A Special Issue of educational Psychologist (2016) (23)
Effects of group experience and information distribution on collaborative learning (2019) (23)
Story of a research program (2016) (21)
Using General Problem‐solving Strategies to Generate Ideas in Order to Solve Geography Problems (2012) (21)
Cognitive Load Theory, Resource Depletion and the Delayed Testing Effect (2019) (21)
Using a general problem-solving strategy to promote transfer. (2014) (20)
Cognitive Load Theory in Perspective (2011) (20)
Levels of Expertise and User-Adapted Formats of Instructional Presentations: A Cognitive Load Approach (1997) (19)
When Instructional Guidance is Needed (2016) (19)
The Role of Independent Measures of Load in Cognitive Load Theory (2017) (19)
The Modality Effect (2011) (19)
Reducing transience during animation: a cognitive load perspective (2013) (18)
Levels of knowledge and deliberate practice. (2013) (18)
Hypothesis Salience, Task Difficulty, and Sequential Effects on Problem Solving (1980) (17)
Cognitive Load Theory, Element Interactivity, and the Testing and Reverse Testing Effects (2017) (17)
Undesirable Difficulty Effects in the Learning of High-Element Interactivity Materials (2018) (16)
Some cognitive factors relevant to mathematics instruction (1992) (16)
Cognitive Processes and Instruction Procedures. (1990) (15)
Teaching Methods to Complement Competencies in Reducing the “Junkyard” Curriculum in Clinical Psychology (2011) (15)
Can we measure working memory without contamination from knowledge held in long-term memory? (1998) (15)
Interactions Between Levels of Instructional Detail and Expertise When Learning with Computer Simulations (2015) (14)
Altering element interactivity and variability in example‐practice sequences to enhance learning to write Chinese characters (2020) (14)
Emerging Themes in Cognitive Load Theory: The Transient Information and the Collective Working Memory Effects (2011) (14)
The impact of complexity on the expertise reversal effect: experimental evidence from testing accounting students (2016) (14)
The Curious Case of Improving Foreign Language Listening Skills by Reading Rather than Listening: an Expertise Reversal Effect (2018) (13)
Improving the frame design of computer simulations for learning: Determining the primacy of the isolated elements or the transient information effects (2015) (13)
Evolutionary bases of human cognitive architecture: implications for computing education (2008) (13)
The Role of Evolutionary Psychology in Our Understanding of Human Cognition: Consequences for Cognitive Load Theory and Instructional Procedures (2021) (12)
COGNITIVE LOAD THEORY , LEARNING DIFFICULTY , AND INSTRUCTIONAL (2002) (12)
The Guidance Fading Effect (2011) (12)
The Worked Example and Problem Completion Effects (2011) (11)
Cognitive Load and Its Implications for Health Care (2018) (11)
Spacing and Interleaving Effects Require Distinct Theoretical Bases: a Systematic Review Testing the Cognitive Load and Discriminative-Contrast Hypotheses (2021) (11)
Text editing in chemistry instruction (2002) (11)
Effectiveness of Combining Worked Examples And Deliberate Practice for High School Geometry (2014) (9)
The effect of narrative-based E-learning systems on novice users’ cognitive load while learning software applications (2021) (9)
Learners’ Cognitive Load When Using Educational Technology (2010) (9)
Advances in Cognitive Load Theory (2019) (8)
Comparing face-to-face and computer-mediated collaboration when teaching EFL writing skills (2020) (8)
An Evolutionary Upgrade of Cognitive Load Theory: Using the Human Motor System and Collaboration to Support the Learning of Complex Cognitive Tasks (2011) (8)
Cognitive Load Theory and Computer Science Education (2016) (8)
There is an Evidence Crisis in Science Educational Policy (2021) (7)
Teaching general problem solving does not lead to mathematical skills or knowledge (2011) (7)
The Effect of Wording and Placement of Task Instructions on Problem-Solving Creativity (2018) (7)
The Modality Effect of Cognitive Load Theory (2019) (7)
Human Attention in Digital Environments: Cognitive load theory, attentional processes and optimized learning outcomes in a digital environment (2011) (7)
A Test between the Selective Attention and Stimulus Generalization Interpretations of the Easy-to-hard Effect (1972) (7)
Secondary School Students' Representations of Solids. (1989) (6)
Amassing Information: The Information Store Principle (2011) (6)
Strategies used by humans to reduce their own cognitive load (2008) (6)
Instructional Animations: More Complex to Learn from Than at First Sight? (2011) (6)
CHAPTER 8 The Split-Attention Principle in Multimedia Learning (2010) (5)
Not New, but Nearly Forgotten: the Testing Effect Decreases or even Disappears as the Complexity of Learning Materials Increases (2015) (5)
Interactivity and the Constraints of Cognitive Load Theory (2004) (5)
Effects of speaker variability on learning foreign-accented English for EFL learners (2013) (5)
Interacting with the External Environment: The Narrow Limits of Change Principle and the Environmental Organising and Linking Principle (2011) (5)
Instructional design for medical education (2013) (5)
Learner Control , Cognitive Load and Instructional Animation BÉATRICE (2007) (5)
Cognitive Load Theory: What We Learn and How We Learn (2016) (5)
Effect of amount of initial training on concept shift problems. (1973) (4)
Managing split-attention and redundancy with mulitmedia instruction (1999) (4)
High Element Interactivity Information During Problem Solving may Lead to Failure to Obtain the Testing Effect (2015) (4)
The Goal-Free Effect (2011) (4)
Altering Element Interactivity and Intrinsic Cognitive load (2011) (3)
Categories of Knowledge: An Evolutionary Approach (2011) (3)
Mathematical ability relies on knowledge, Too (2011) (3)
The Effect of Task Difficulty and Criteria of Learning on a Subsequent Reversal (1973) (3)
The centrality of element interactivity to cognitive load theory (2019) (3)
The Expertise Reversal Effect is a Variant of the More General Element Interactivity Effect (2016) (3)
The advantages of listening to academic content in a second language may be outweighed by disadvantages: A cognitive load theory approach. (2021) (2)
A Forum for Researchers: Should Problem Solving Be Used as a Learning Device in Mathematics? (1989) (2)
Cooperative Learning Groups and Streaming (2012) (2)
Instructional Implications of Natural Information Processing Systems (2005) (2)
Reply to Sana et al.’s (2022) Commentary on Rest-from-Deliberate-Learning as a Mechanism for the Spacing Effect (2022) (2)
Interdisciplinary Perspectives on Cognitive Load Research as a Key to Tackle Challenges of Contemporary Education (2008) (2)
Why understanding instructonal design principles requires an undrstanding of the evoltion of human cognitive architecture (2003) (2)
Towards identifying programming expertise with the use of physiological measures (2018) (2)
All Is in Order (2007) (2)
Increasing learner interactions with E-learning systems can either decrease or increase cognitive load depending on the nature of the interaction (2022) (1)
Conclusion: Some potential influences of educational pyschology on educational research (2011) (1)
Instructional Design in Digital Environments and Availability of Mental Resources for the Aged Subpopulation (2014) (1)
The Element Interactivity Effect (2011) (1)
How language background impacts learners studying International Financial Reporting Standards: a cognitive load theory perspective (2021) (1)
Constructive Induction (2010) (1)
Acquiring Information: The Borrowing and Reorganising Principle and the Randomness as Genesis Principle (2011) (1)
Cultural influences on personalized e-learning systems (2012) (1)
The Transient Information Principle in Multimedia Learning (2021) (1)
Human problem solving and instructional design (2019) (1)
How research in educational psychology has contributed to instructional procedures: The case of cognitive load theory (2010) (1)
Criterion of Learning and Task Difficulty as Determinants of Mediated-Shift Learning Speed (1976) (1)
The imagination effect when using textual or diagrammatic material to learn a second language (2020) (1)
Asymmetrical transfer using a verbal learning paradigm (1976) (1)
Relation between Perseveration and Position Responding in Reversal Learning (1971) (0)
The Variability Effect: When Instructional Variability Is Advantageous (2019) (0)
Problem-solving or Explicit Instruction: Which Should Go First When Element Interactivity Is High? (2019) (0)
Instructional Design in Digital Environments and Availability of Mental Resources (2013) (0)
The Curious Case of Improving Foreign Language Listening Skills by Reading Rather than Listening: an Expertise Reversal Effect (2017) (0)
Control mechanisms inproblem solving (2010) (0)
Exploring the Effect of an Instruction to be Creative on Problem Solving in the Classroom (2015) (0)
Using Cognitive Load Theory to Improve Text Comprehension for Students with Dyslexia (2020) (0)
Cognitive Architecture and Instructional Design: 20 Years Later (2019) (0)
List Length and Speed of Paired-Associate Learning (1976) (0)
Facilitating Effective Mental Processes: The Imagination and Self-Explanation Effects (2011) (0)
Evolutionary Educational Psychology (2021) (0)
Learning Aids and Strategies (2006) (0)
From Cognitive Load Theory to Collaborative Cognitive Load Theory (2018) (0)
Cognitive load theory and the effects of transient information on the modality effect (2015) (0)
The role of expertise in instructional design (1998) (0)
Extending Cognitive Load Theory to Incorporate Working Memory Resource Depletion: Evidence from the Spacing Effect (2017) (0)
Effect of task-based group experience on collaborative learning: Exploring the transaction activities. (2023) (0)
Redundancy and expertise reversal effects when using educational technology to learn primary school science (2011) (0)
Reply to Sana et al.’s (2022) Commentary on Rest-from-Deliberate-Learning as a Mechanism for the Spacing Effect (2022) (0)
THE EFFECT OF TALKER VARIABILITY ON COMPREHENSION OF FOREIGN-ACCENTED ENGLISH: A COGNITIVE LOAD THEORY APPROACH (2010) (0)
THE EXPERTISE-REVERSAL EFFECT IN READING COMPREHENSION: A CASE OF ENGLISH AS A SECOND/ FOREIGN LANGUAGE (ESL/ EFL) (2011) (0)
Cognitive Load Theory, Resource Depletion and the Delayed Testing Effect (2019) (0)
Effects of initial discrimination training on subsequent shift learning in animals and humans (1972) (0)
Instructional Design (2021) (0)
Cognitive load theory and educational technology (2019) (0)
There is an Evidence Crisis in Science Educational Policy (2021) (0)
Measuring cognitive load (2018) (0)
Domain-Specific Knowledge and Why Teaching Generic Skills Does Not Work (2013) (0)

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What Schools Are Affiliated With John Sweller?

John Sweller is affiliated with the following schools: