By Emeritus Professor John Sweller

Journal articles

Sweller J, 2022, 'The Role of Evolutionary Psychology in Our Understanding of Human Cognition: Consequences for Cognitive Load Theory and Instructional Procedures', Educational Psychology Review, vol. 34, pp. 2229 - 2241, http://dx.doi.org/10.1007/s10648-021-09647-0

Darejeh A; Marcus N; Sweller J, 2022, 'Increasing learner interactions with E-learning systems can either decrease or increase cognitive load depending on the nature of the interaction', L’Année psychologique/Topics in Cognitive Psychology, vol. 122, pp. 405 - 437, http://dx.doi.org/10.3917/anpsy1.223.0405

Chen O; Paas F; Sweller J, 2022, 'Reply to Sana et al.’s (2022) Commentary on Rest-from-Deliberate-Learning as a Mechanism for the Spacing Effect', Educational Psychology Review, vol. 34, pp. 1851 - 1858, http://dx.doi.org/10.1007/s10648-022-09678-1

Roussel S; Tricot A; Sweller J, 2022, 'The advantages of listening to academic content in a second language may be outweighed by disadvantages: A cognitive load theory approach', British Journal of Educational Psychology, vol. 92, http://dx.doi.org/10.1111/bjep.12468

Zhang L; Kirschner PA; Cobern WW; Sweller J, 2022, 'There is an Evidence Crisis in Science Educational Policy', Educational Psychology Review, vol. 34, pp. 1157 - 1176, http://dx.doi.org/10.1007/s10648-021-09646-1

Chen O; Paas F; Sweller J, 2021, 'Spacing and Interleaving Effects Require Distinct Theoretical Bases: a Systematic Review Testing the Cognitive Load and Discriminative-Contrast Hypotheses', Educational Psychology Review, vol. 33, pp. 1499 - 1522, http://dx.doi.org/10.1007/s10648-021-09613-w

Darejeh A; Marcus N; Sweller J, 2021, 'The effect of narrative-based E-learning systems on novice users’ cognitive load while learning software applications', Educational Technology Research and Development, vol. 69, pp. 2451 - 2473, http://dx.doi.org/10.1007/s11423-021-10024-5

Xu KM; Koorn P; de Koning B; Skuballa IT; Lin L; Henderikx M; Marsh HW; Sweller J; Paas F, 2021, 'A Growth Mindset Lowers Perceived Cognitive Load and Improves Learning: Integrating Motivation to Cognitive Load', Journal of Educational Psychology, vol. 113, pp. 1177 - 1191, http://dx.doi.org/10.1037/edu0000631

Jiang D; Kalyuga S; Sweller J, 2021, 'Comparing face-to-face and computer-mediated collaboration when teaching EFL writing skills', Educational Psychology, vol. 41, pp. 5 - 24, http://dx.doi.org/10.1080/01443410.2020.1785399

Szulewski A; Howes D; Van Merriënboer JJG; Sweller J, 2021, 'From Theory to Practice: The Application of Cognitive Load Theory to the Practice of Medicine', Academic Medicine, pp. 24 - 30, http://dx.doi.org/10.1097/ACM.0000000000003524

King R; Blayney P; Sweller J, 2021, 'How language background impacts learners studying International Financial Reporting Standards: a cognitive load theory perspective', Accounting Education, vol. 30, pp. 439 - 450, http://dx.doi.org/10.1080/09639284.2021.1930562

Lu J; Kalyuga S; Sweller J, 2020, 'Altering element interactivity and variability in example-practice sequences to enhance learning to write Chinese characters', Applied Cognitive Psychology, vol. 34, pp. 837 - 843, http://dx.doi.org/10.1002/acp.3668

Ashman G; Kalyuga S; Sweller J, 2020, 'Problem-solving or Explicit Instruction: Which Should Go First When Element Interactivity Is High?', Educational Psychology Review, vol. 32, pp. 229 - 247, http://dx.doi.org/10.1007/s10648-019-09500-5

Sweller J, 2020, 'Cognitive load theory and educational technology', Educational Technology Research and Development, vol. 68, pp. 1 - 16, http://dx.doi.org/10.1007/s11423-019-09701-3

Ignatova O; Kalyuga S; Sweller J, 2020, 'The imagination effect when using textual or diagrammatic material to learn a second language', Language Teaching Research, http://dx.doi.org/10.1177/1362168820971785

Zambrano J; Kirschner F; Sweller J; Kirschner PA, 2019, 'Effects of group experience and information distribution on collaborative learning', Instructional Science, vol. 47, pp. 531 - 550, http://dx.doi.org/10.1007/s11251-019-09495-0

Zambrano R. J; Kirschner F; Sweller J; Kirschner PA, 2019, 'Effects of prior knowledge on collaborative and individual learning', Learning and Instruction, vol. 63, http://dx.doi.org/10.1016/j.learninstruc.2019.05.011

Sweller J; van Merriënboer JJG; Paas F, 2019, 'Cognitive Architecture and Instructional Design: 20 Years Later', Educational Psychology Review, vol. 31, pp. 261 - 292, http://dx.doi.org/10.1007/s10648-019-09465-5

Leahy W; Sweller J, 2019, 'Cognitive Load Theory, Resource Depletion and the Delayed Testing Effect', Educational Psychology Review, vol. 31, pp. 457 - 478, http://dx.doi.org/10.1007/s10648-019-09476-2

Likourezos V; Kalyuga S; Sweller J, 2019, 'The Variability Effect: When Instructional Variability Is Advantageous', Educational Psychology Review, vol. 31, pp. 479 - 497, http://dx.doi.org/10.1007/s10648-019-09462-8

Retnowati E; Ayres P; Sweller J, 2018, 'Collaborative learning effects when students have complete or incomplete knowledge', Applied Cognitive Psychology, vol. 32, pp. 681 - 692, http://dx.doi.org/10.1002/acp.3444

Jiang D; Kalyuga S; Sweller J, 2018, 'The Curious Case of Improving Foreign Language Listening Skills by Reading Rather than Listening: an Expertise Reversal Effect', Educational Psychology Review, vol. 30, pp. 1139 - 1165, http://dx.doi.org/10.1007/s10648-017-9427-1

Chen O; Castro-Alonso JC; Paas F; Sweller J, 2018, 'Undesirable difficulty effects in the learning of high-element interactivity materials', Frontiers in Psychology, vol. 9, http://dx.doi.org/10.3389/fpsyg.2018.01483

Chen O; Castro-Alonso JC; Paas F; Sweller J, 2018, 'Extending Cognitive Load Theory to Incorporate Working Memory Resource Depletion: Evidence from the Spacing Effect', Educational Psychology Review, vol. 30, pp. 483 - 501, http://dx.doi.org/10.1007/s10648-017-9426-2

Kirschner PA; Sweller J; Kirschner F; Zambrano JR, 2018, 'From Cognitive Load Theory to Collaborative Cognitive Load Theory', International Journal of Computer-Supported Collaborative Learning, vol. 13, pp. 213 - 233, http://dx.doi.org/10.1007/s11412-018-9277-y

Sweller J, 2018, 'Measuring cognitive load', Perspectives on Medical Education, vol. 7, pp. 1 - 2, http://dx.doi.org/10.1007/s40037-017-0395-4

Roussel S; Joulia D; Tricot A; Sweller J, 2017, 'Learning subject content through a foreign language should not ignore human cognitive architecture: A cognitive load theory approach', Learning and Instruction, vol. 52, pp. 69 - 79, http://dx.doi.org/10.1016/j.learninstruc.2017.04.007

Sweller J; Paas F, 2017, 'Should self-regulated learning be integrated with cognitive load theory? A commentary', Learning and Instruction, vol. 51, pp. 85 - 89, http://dx.doi.org/10.1016/j.learninstruc.2017.05.005

Chen O; Woolcott G; Sweller J, 2017, 'Using cognitive load theory to structure computer-based learning including MOOCs', Journal of Computer Assisted Learning, vol. 33, pp. 293 - 305, http://dx.doi.org/10.1111/jcal.12188

Retnowati E; Ayres P; Sweller J, 2017, 'Can collaborative learning improve the effectiveness of worked examples in learning mathematics?', Journal of Educational Psychology, vol. 109, pp. 666 - 679, http://dx.doi.org/10.1037/edu0000167

Hanham J; Leahy W; Sweller J, 2017, 'Cognitive Load Theory, Element Interactivity, and the Testing and Reverse Testing Effects', Applied Cognitive Psychology, vol. 31, pp. 265 - 280, http://dx.doi.org/10.1002/acp.3324

Chen O; Kalyuga S; Sweller J, 2016, 'When instructional guidance is needed', Educational and Developmental Psychologist, vol. 33, pp. 149 - 162, http://dx.doi.org/10.1017/edp.2016.16

Sweller J, 2016, 'Working Memory, Long-term Memory, and Instructional Design', Journal of Applied Research in Memory and Cognition, vol. 5, pp. 360 - 367, http://dx.doi.org/10.1016/j.jarmac.2015.12.002

Blayney P; Kalyuga S; Sweller J, 2016, 'The impact of complexity on the expertise reversal effect: experimental evidence from testing accounting students', Educational Psychology, vol. 36, pp. 1868 - 1885, http://dx.doi.org/10.1080/01443410.2015.1051949

Di Mascio R; Kalyuga S; Sweller J, 2016, 'The Effect of Wording and Placement of Task Instructions on Problem-Solving Creativity', Journal of Creative Behavior, vol. 52, pp. 1 - 19, http://dx.doi.org/10.1002/jocb.157

Chen O; Slava Klayuga ; John Sweller , 2016, 'Relations between the worked example and generation effects on immediate and delayed tests', Learning and Instruction, vol. 45, pp. 20 - 30, http://dx.doi.org/10.1016/j.learninstruc.2016.06.007

Tricot A; Sweller J, 2016, 'La cécité aux connaissances spécifiques', Éducation et didactique, vol. 10, pp. 9 - 26, http://dx.doi.org/10.4000/educationdidactique.2428

Leahy W; Sweller J, 2016, 'Cognitive load theory and the effects of transient information on the modality effect', Instructional Science, vol. 44, pp. 107 - 123, http://dx.doi.org/10.1007/s11251-015-9362-9

Chen O; Kalyuga S ; Sweller J , 2016, 'The Expertise Reversal Effect is a Variant of the More General Element Interactivity Effect', Educational Psychology Review, vol. 29, pp. 393 - 405, http://dx.doi.org/10.1007/s10648-016-9359-1

Fraser KL; Ayres P; Sweller J, 2015, 'Cognitive load theory for the design of medical simulations', Simulation in Healthcare, vol. 10, pp. 295 - 307, http://dx.doi.org/10.1097/SIH.0000000000000097

Leahy W; Sweller J, 2015, 'Cognitive load theory and the effects of transient information on the modality effect', Instructional Science, http://dx.doi.org/10.1007/s11251-015-9362-9

Lin YC; Liu TC; Sweller J, 2015, 'Improving the frame design of computer simulations for learning: Determining the primacy of the isolated elements or the transient information effects', Computers and Education, vol. 88, pp. 280 - 291, http://dx.doi.org/10.1016/j.compedu.2015.06.001

Leahy W; Hanham J; Sweller J, 2015, 'High Element Interactivity Information During Problem Solving may Lead to Failure to Obtain the Testing Effect', Educational Psychology Review, vol. 27, pp. 291 - 304, http://dx.doi.org/10.1007/s10648-015-9296-4

van Gog T; Sweller J, 2015, 'Not New, but Nearly Forgotten: the Testing Effect Decreases or even Disappears as the Complexity of Learning Materials Increases', Educational Psychology Review, vol. 27, pp. 247 - 264, http://dx.doi.org/10.1007/s10648-015-9310-x

Sweller J, 2015, 'In Academe, What Is Learned, and How Is It Learned?', Current Directions in Psychological Science, vol. 24, pp. 190 - 194, http://dx.doi.org/10.1177/0963721415569570

Bokosmaty S; Sweller J; Kalyuga S, 2015, 'Learning Geometry Problem Solving by Studying Worked Examples: Effects of Learner Guidance and Expertise', American Educational Research Journal, vol. 52, pp. 307 - 333, http://dx.doi.org/10.3102/0002831214549450

Hsu Y; Gao Y; Liu TC; Sweller J, 2015, 'Interactions between levels of instructional detail and expertise when learning with computer simulations', Educational Technology and Society, vol. 18, pp. 113 - 127

Chen O; Kalyuga S; Sweller J, 2015, 'The Worked Example Effect, the Generation Effect, and Element Interactivity.', Journal of Educational Psychology, vol. 107, pp. 689 - 704, http://dx.doi.org/10.1037/edu0000018

Blayney P; Kalyuga S; Sweller J, 2015, 'Using Cognitive Load Theory to Tailor Instruction to Levels of Accounting Students’ Expertise', Journal of Educational Technology & Society, vol. 18, pp. 199 - 210

Hsu C-Y; Kalyuga S; Sweller J, 2015, 'When should guidance be presented in physics instruction?', Archives of Scientific Psychology, vol. 3, pp. 37 - 53, http://dx.doi.org/10.1037/arc0000012

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