By Emeritus Professor John Sweller

Books

Corno L; Winne PH; Paas FP; Renkl AR; Sweller JS, 2016, Educational Psychologist: A Special Issue of educational Psychologist: Volume 38, http://dx.doi.org/10.4324/9780203764770

Sweller J; Ayres PL; Kalyuga S, 2011, Cognitive load theory, Springer, New York, http://www.springer.com/psychology/book/978-1-4419-8125-7

Sweller J; Tricot A; Chanquoy L, 2007, La Charge Cognitive, Armand Colin, Paris

Sweller J; Clark R; Nguyen F, 2006, Efficiency in Learning: Evidence-based Guidelines to Manage Cognitve Load, Pfeiffer, San Francisco, CA

Sweller J, 1999, Instructional Design, ACER Press, Melbourne Vic

Book Chapters

Sweller J, 2024, 'Cognitive load theory and the curriculum', in Research Handbook on Curriculum and Education, pp. 155 - 166, http://dx.doi.org/10.4337/9781802208542.00017

Sweller J, 2023, 'Cognitive Load Theory: What We Learn and How We Learn', in Learning Design and Technology an International Compendium of Theory Research Practice and Policy, pp. 137 - 152, http://dx.doi.org/10.1007/978-3-319-17461-7_50

Sweller J; Roussel S; Tricot A, 2022, 'Cognitive Load Theory and Instructional Design for Language Learning', in Cambridge Handbook of Working Memory and Language, pp. 859 - 880, http://dx.doi.org/10.1017/9781108955638.045

Sweller J, 2022, 'Cognitive load theory', in International Encyclopedia of Education Fourth Edition, pp. 127 - 134, http://dx.doi.org/10.1016/B978-0-12-818630-5.14020-5

Szulewski A; van Gog T; Paas F; Sweller J, 2022, 'Cognitive load theory: Researching and planning teaching to maximise learning', in Researching Medical Education Second Edition, pp. 303 - 314, http://dx.doi.org/10.1002/9781119839446.ch27

Kalyuga S; Sweller J, 2021, 'The Redundancy Principle in Multimedia Learning', in The Cambridge Handbook of Multimedia Learning, Cambridge University Press, pp. 212 - 220, http://dx.doi.org/10.1017/9781108894333.021

Paas F; Sweller J, 2021, 'Implications of Cognitive Load Theory for Multimedia Learning', in Cambridge Handbook of Multimedia Learning, pp. 73 - 81, http://dx.doi.org/10.1017/9781108894333.009

Castro-Alonso JC; Sweller J, 2021, 'The Modality Principle in Multimedia Learning', in Cambridge Handbook of Multimedia Learning, pp. 261 - 267, http://dx.doi.org/10.1017/9781108894333.026

Ayres P; Sweller J, 2021, 'The Split-Attention Principle in Multimedia Learning', in Cambridge Handbook of Multimedia Learning, pp. 199 - 211, http://dx.doi.org/10.1017/9781108894333.020

Jiang D; Sweller J, 2021, 'The Transient Information Principle in Multimedia Learning', in Cambridge Handbook of Multimedia Learning, pp. 268 - 274, http://dx.doi.org/10.1017/9781108894333.027

Sweller J, 2021, 'Evolutionary Educational Psychology', in The SAGE Handbook of Evolutionary Psychology, SAGE Publications Ltd, pp. 191 - 205, http://dx.doi.org/10.4135/9781529739435.n9

Sweller J, 2021, 'Instructional Design', in Encyclopedia of Evolutionary Psychological Science, Springer International Publishing, pp. 4159 - 4163, http://dx.doi.org/10.1007/978-3-319-19650-3_2438

Tricot A; Vandenbroucke G; Sweller J, 2020, 'USING COGNITIVE LOAD THEORY TO IMPROVE TEXT COMPREHENSION FOR STUDENTS WITH DYSLEXIA', in Martin AJ; Sperling RA; Newton KJ (ed.), HANDBOOK OF EDUCATIONAL PSYCHOLOGY AND STUDENTS WITH SPECIAL NEEDS, ROUTLEDGE, pp. 339 - 362

Castro-Alonso J-C; Ayres P; Sweller J, 2019, 'Instructional visualizations, cognitive load theory, and visuospatial processing', in Visuospatial Processing for Education in Health and Natural Sciences, Springer, pp. 111 - 143, http://dx.doi.org/10.1007/978-3-030-20969-8_5

Sweller J; Tindall-Ford S; Agostinho S, 2019, 'Conclusions', in Advances in Cognitive Load Theory, Routledge, pp. 223 - 238, http://dx.doi.org/10.4324/9780429283895-19

Ayres P; Juan C. C-A; Wong M; Marcus N; Paas F, 2019, 'Factors That Impact on The Effectiveness of Instructional Animations.', in Tindall-Ford S; Agostinho S; Sweller J (ed.), Advances in Cognitive Load Theory Rethinking Teaching, Routledge, London, https://www.routledge.com/Advances-in-Cognitive-Load-Theory-Rethinking-Teaching-1st-Edition/Tindall-Ford-Agostinho-Sweller/p/book/9780367246907

Sweller J, 2019, 'COGNITIVE LOAD THEORY', in Advances in Cognitive Load Theory Rethinking Teaching, pp. 1 - 12, http://dx.doi.org/10.4324/9780429283895-1

Sweller J, 2019, 'Human problem solving and instructional design', in Askell-Williams H; Orrell J (ed.), Problem Solving for Teaching and Learning: A Festschrift for Emeritus Professor Mike Lawson, Routledge, London, pp. 25 - 33, http://dx.doi.org/10.4324/9780429400902-3

Leahy W; Sweller J, 2019, 'THE CENTRALITY OF ELEMENT INTERACTIVITY TO COGNITIVE LOAD THEORY', in Advances in Cognitive Load Theory Rethinking Teaching, pp. 221 - 232, http://dx.doi.org/10.4324/9780429283895-18

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

Sweller J, 2017, 'The Role of Independent Measures of Load in Cognitive Load Theory', in Cognitive Load Measurement and Application, Routledge, pp. 3 - 7, http://dx.doi.org/10.4324/9781315296258-1

Sweller J, 2017, 'The role of independent measures of load in cognitive load theory', in Cognitive Load Measurement and Application A Theoretical Framework for Meaningful Research and Practice, pp. 3 - 8, http://dx.doi.org/10.4324/9781315296258

Sweller J, 2017, 'Problem-Based Learning in Mathematics and Other Areas Should Not Require Novice Learners to Attempt to Solve Complex Problems: A Cognitive Load Theory Perspective', in A Life´s Time for Mathematics Education and Problem Solving, WTM-Verlag Münster, pp. 436 - 444, http://dx.doi.org/10.37626/ga9783959870641.0.34

Sweller J, 2016, 'Cognitive load theory, evolutionary educational psychology, and instructional design', in Geary DC; Berch DB (ed.), Evolutionary Perspectives on Child Development and Education, pp. 291 - 306, http://dx.doi.org/10.1007/978-3-319-29986-0_12

Sweller J; Harry E, 2016, 'Cognitive load theory and patient safety', in Ruskin K; Stiegler M; Rosenbaum S (ed.), Quality and Safety in Anesthesia and Perioperative Care, Oxford University Press, NY, pp. 16 - 21

Sweller J, 2016, 'Cognitive Load Theory: What We Learn and How We Learn', in Learning, Design, and Technology, Springer International Publishing, pp. 1 - 17, http://dx.doi.org/10.1007/978-3-319-17727-4_50-1

Leppink J; van Gog T; Paas F; Sweller J, 2015, 'Cognitive load theory: Researching and planning teaching to maximise learning', in Cleland J; Durning S (ed.), Researching Medical Education, Wiley Blackwell, Oxford, pp. 207 - 218, http://onlinelibrary.wiley.com/book/10.1002/9781118838983

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/

Low R; Sweller J, 2014, 'The Modality Principle in Multimedia Learning', in The Cambridge Handbook of Multimedia Learning, Cambridge University Press (CUP), pp. 227 - 246, http://dx.doi.org/10.1017/cbo9781139547369.012

Kalyuga S; Sweller J, 2014, 'The redundancy principle in multimedia learning', in Mayer RE (ed.), The Cambridge Handbook of Multimedia Learning, Cambridge University Press, Cambridge, pp. 247 - 262, http://dx.doi.org/10.1017/CBO9781139547369

Ayres P; Sweller J, 2014, 'The Split-Attention Principle in Multimedia Learning', in The Cambridge Handbook of Multimedia Learning, Cambridge University Press (CUP), pp. 206 - 226, http://dx.doi.org/10.1017/cbo9781139547369.011

Ayres P; Sweller J, 2014, 'The split-attention principle in multimedia learning', in The Cambridge Handbook of Multimedia Learning (2nd edition), Cambridge University Press, New York, pp. 206 - 226, http://www.cambridge.org/au/academic/subjects/psychology/cognition/cambridge-handbook-multimedia-learning-2nd-edition

Kalyuga S; Sweller J, 2014, 'The redundancy principle in multimedia learning', in Cambridge Handbook of Multimedia Learning Second Edition, pp. 247 - 262, http://dx.doi.org/10.1017/CBO9781139547369.013

Paas F; Sweller J, 2014, 'Implications of cognitive load theory for multimedia learning', in Mayer RE (ed.), The Cambridge handbook of multimedia learning, Cambridge University Press, NY, pp. 27 - 42, http://www.cambridge.org/

Low R; Sweller J, 2014, 'The modality principle in multimedia learning', in Mayer RE (ed.), The Cambridge handbook of multimedia learning, Cambridge University Press, NY, pp. 227 - 246, http://www.cambridge.org/au/academic/subjects/psychology/cognition/cambridge-handbook-multimedia-learning-2nd-edition?format=PB

Low R; Jin P; Sweller J, 2013, 'Instructional design in digital environments and availability of mental resources for the aged subpopulation', in Assistive Technologies Concepts Methodologies Tools and Applications, pp. 1131 - 1154, http://dx.doi.org/10.4018/978-1-4666-4422-9.ch059

Sweller J; van Merriënboer JJG, 2013, 'Instructional design for medical education', in Walsh K (ed.), Oxford Textbook of Medical Education, Oxford University Press, Oxford, pp. 74 - 85

Low R; Low, R ; Sweller, J , 2013, 'Instructional Design in Digital Environments and Availability of Mental Resources for the Aged Subpopulation', in Zheng RZ ; Hill RD ; Gardner MK (ed.), Engaging Older Adults with Modern Technology: Internet Use and Information Access Needs, Information Science Reference, Hershey, PA, pp. 81 - 104, http://dx.doi.org/10.4018/978-1-4666-1966-1

Low R; Jin P ; Sweller J , 2013, 'Some Instructional Consequences of Logical Relations Between Multiple Sources of Information', in Schraw G ; McCrudden MT ; Robinson D (ed.), Learning Through Visual Displays, Information Age Publishing, Charlotte, NC, pp. 23 - 45

Ayres P; Sweller J, 2013, 'Worked examples', in Hattie J; Anderman EM (ed.), International Guide to Student Achievement, Routledge, Oxford, pp. 408 - 410

Low R; Jin P; Sweller J, 2012, 'Digital Assessment of the Acquisition and Utility of Biologically Secondary Knowledge', in Technology-Based Assessments for 21st Century Skills, Emerald Publishing Limited, pp. 285 - 304, http://dx.doi.org/10.1108/book-978-1-61735-634-620251013

Sweller J, 2012, 'Cognitive Load Theory', in Encyclopedia of the Sciences of Learning, pp. 601 - 605, http://dx.doi.org/10.1007/978-1-4419-1428-6_446

Sweller J, 2012, 'De Groot's lesson', in Contemporary debates in childhood education and development, Routledge, NY USA, pp. 19 - 24

Low R; Jin P; Sweller J, 2012, 'Digital assessment of the acquisition and utility of biologically secondary knowledge: Perspectives based on human cognitive architecture', in Mayrath M; Clarke Midura J; Robinson D; Schraw G (ed.), Technology-based assessment for 21st Century Skills: Theoretical and practical implications from modern research, Information Age Publishing, Charlotte, NC, pp. 285 - 304, http://www.infoagepub.com/products/Technology-Based-Assessments-for-21st-Century-Skills%20(Copyright%20information%20and%20Table%20of%20Contents)

Sweller J, 2012, 'Human cognitive architecture', in Harris KR; Graham S; Urdan T (ed.), APA Educational Psychology Handbook, American Psychological Association, Washington, DC, pp. 295 - 326, http://www.apa.org/pubs/books/4311503.aspx

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