By Emeritus Professor John Sweller

Book Chapters

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

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

Sweller J; Roussel S; Tricot A, 2022, 'Cognitive Load Theory and Instructional Design for Language Learning', in The Cambridge Handbook of Working Memory and Language, Cambridge University Press, 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

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

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

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

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

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, '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: A Theoretical Framework for Meaningful Research and Practice, pp. 3 - 8, http://dx.doi.org/10.4324/9781315296258

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/

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 (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 The 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

Sweller J, 2012, 'Cognitive Load Theory', in Encyclopedia of the Sciences of Learning, Springer US, 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

Sweller J, 2012, 'Human cognitive architecture: Why some instructional procedures work and others do not', in Harris KR; Graham S; Urdan T; McCormick CB; Sinatra GM; Sweller J (ed.), APA Educational Psychology Handbook. Volume 1 Theories, Constructs and Critical Issues, American Psychological Association, Washington, DC, pp. 295 - 325, http://dx.doi.org/10.1037/13273-000

Low R; Jin P; Sweller J, 2011, 'Chapter 4 Cognitive load theory, attentional processes and optimized learning outcomes in a digital environment', in Roda C (ed.), Human Attention in Digital Environments, Cambridge University Press, United Kingdom, pp. 93 - 113

Low R; Jin P; Sweller J, 2011, 'Chapter 6 How research in educational psychology has contributed to instructional procedures: the case of cognitive load theory', in Rubies-Davies CM (ed.), Educational psychology concepts, research and challenges, Routledge, London, pp. 87 - 101

Sweller J, 2011, 'Cognitive load theory', in Mestre J; Ross BH (ed.), Cognition in education, vol 55 (The psychology of learning and motivation), Academic Press, Oxford, pp. 37 - 76, http://www.amazon.com/Cognition-Education-Psychology-Learning-Motivation/dp/0123876915#reader_0123876915

Sweller J; Rubie-Davies CM, 2011, 'Some potential influences of educational psychology on educational research', in Rubies-Davies CM (ed.), Educational psychology concepts, research and challenges, Routledge, London, pp. 268 - 270

Sweller J; Mann L, 2011, 'The psychology of creativity and its educational consequences.', in Mann L; Chan J (ed.), Creativity and innovation in business and beyond: Social science perspectives and policy implications, Routledge, New York, pp. 223 - 238, http://www.amazon.com/Cognition-Education-Psychology-Learning-Motivation/dp/0123876915#reader_0123876915

Sweller J; Rubie-Davies CM, 2010, 'Conclusion: Some potential influences of educational psychology on educational research', in Educational Psychology: Concepts, Research and Challenges, pp. 268 - 270, http://dx.doi.org/10.4324/9780203838884

Low R; Jin P; Sweller J, 2010, 'How research in educational psychology has contributed to instructional procedures: The case of cognitive load theory', in Educational Psychology: Concepts, Research and Challenges, pp. 87 - 101, http://dx.doi.org/10.4324/9780203838884

Sweller J, 2010, 'All Is in Order', in In Order to Learn: How the sequence of topics influences learning, http://dx.doi.org/10.1093/acprof:oso/9780195178845.003.0015

Sweller J, 2010, 'Cognitive load theory: Recent theoretical advances', in Plass J; Moreno R; Brunken R (ed.), Cognitive Load Theory, Cambridge University Press, New York, pp. 29 - 47

Low R; Jin P; Sweller J, 2010, 'Learner’s cognitive load when using educational technology', in Van Eck R (ed.), Gaming and cognition: Theories and practice from learning, IGI Global, Hershey, PA, USA, pp. 169 - 188, http://dx.doi.org/10.4018/978-1-61520-717-6.ch008

Low R; Jin P; Sweller J, 2009, 'Cognitive architecture and instructional design in a multimedia context (Chapter I)', in Zheng RZ (ed.), Cognitive Effects of Multimedia Learning, IGI Global, Hershey, PA, USA, pp. 1 - 18

Sweller J, 2009, 'What human cognitive architecture tells us about constructivism', in Tobias S; Duffy T (ed.), Constructivist instruction: Success or failure, Routledge, USA, pp. 127 - 143

Sweller J, 2008, 'Human Cognitive Architecture', in Spector J; Merrill M; Van Merrienboer J; Driscoll M (ed.), Handbook of Research on Educational Communications and Technology, Erlbaum, NY, pp. 369 - 381

Pass F; Gog TV; Kirschner F; Marcus N; Ayres PL; Sweller J, 2008, 'Interdisciplinary Perspectives on Cognitive Load Research as a Key to Tackle Challenges', in Zumbach J (ed.), Beyond Knowledge: The Legacy of Competence, Springer, Speringr-Veriag New York, pp. 1 - 9, http://www.springer.com/education+%26+language/learning+%26+instruction/book/978-1-4020-8826-1

Sweller J, 2007, 'All is in order', in Ritter F; Norb J; Lehtinen E; O'Shea T (ed.), In Order to Learn: How the sequence of topics influences learning, Oxford University Press, New York, pp. 215 - 224

Back to profile page