By Emeritus Professor Slava Kalyuga

Book Chapters

Chen O; Thannimalai A; Kalyuga S, 2023, 'Designing Worked Examples to Teach Students Fractions', in Mathematical Cognition and Understanding: Perspectives on Mathematical Minds in the Elementary and Middle School Years, pp. 247 - 258, http://dx.doi.org/10.1007/978-3-031-29195-1_13

Schrader C; Kalyuga S; Plass JL, 2021, 'Motivation and Affect in Multimedia Learning', in The Cambridge Handbook of Multimedia Learning, Cambridge University Press, pp. 121 - 131, http://dx.doi.org/10.1017/9781108894333.012

Kalyuga S, 2021, 'The Expertise Reversal Principle in Multimedia Learning', in The Cambridge Handbook of Multimedia Learning, Cambridge University Press, pp. 171 - 182, http://dx.doi.org/10.1017/9781108894333.017

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

Jiang D; Kalyuga S, 2021, 'Cognitive load theory and teaching writing skills', in Lewis S (ed.), Cognitive Load: Theory and Applications, Nova Science Pub Inc, https://novapublishers.com/shop/cognitive-load-theory-and-applications/

Chen O; Kalyuga S, 2021, 'Designing worked examples to teach primary mathematics: Success and failure', in Cognitive Load: Theory and Applications, pp. 83 - 100

Chen O; Kalyuga S, 2020, 'Cognitive Load Theory, Spacing Effect, and Working Memory Resources Depletion', in Advances in Educational Technologies and Instructional Design, IGI Global, pp. 1 - 26, http://dx.doi.org/10.4018/978-1-5225-9833-6.ch001

Kalyuga S; Chen O, 2020, 'Cognitive load theory, spacing effect, and working memory resources depletion: Implications for instructional design', in Hai-Jew S (ed.), Form, Function, and Style in Instructional Design: Emerging Research and Opportunities, Information Science Reference, Hershey, PA, USA, pp. 1 - 26

Kalyuga S; Hsu C-Y, 2019, 'What should students do first when learning how to solve a physics problem', in Advances in Cognitive Load Theory, Routledge, pp. 209 - 220, http://dx.doi.org/10.4324/9780429283895-17

Kalyuga S; Hsu C-Y, 2019, 'What should students do first when learning how to solve a physics problem: Try to solve it themselves or study a worked example?', in Tindall-Ford S; Agostinho S; Sweller J (ed.), Advances in Cognitive Load Theory Rethinking Teaching, Routledge, New York, USA, pp. 209 - 220

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

Kalyuga S; Plass J, 2018, 'Cognitive Load as a Local Characteristic of Cognitive Processes: Implications for Measurement Approaches', in Zheng R (ed.), Cognitive Load Measurement and Application: A Theoretical Framework for Meaningful Research and Practice, Routledge, New York, NY, pp. 59 - 74

Kalyuga S; Plass AJL, 2017, 'Cognitive Load as a Local Characteristic of Cognitive ProcessesImplications for Measurement Approaches', in Cognitive Load Measurement and Application, Routledge, pp. 59 - 74, http://dx.doi.org/10.4324/9781315296258-5

Kalyuga S, 2016, 'Managing Effects of Transient Information in Multimedia Learning', in Lin L; Atkinson R (ed.), Educational Technologies Challenges, Applications and Learning Outcomes, Nova Science Publishers, New York, pp. 17 - 32

Singh A-M; Kalyuga S, 2016, 'Enhancing the Effectiveness of Educational Hypermedia: A Cognitive Load Approach', in Neto FMM; de Souza R; Gomes AS (ed.), Handbook of Research on 3-D Virtual Environments and Hypermedia for Ubiquitous Learning, IGI Global, Hershey, PA, pp. 387 - 409

Kalyuga SK; Ayres PA; Chandler PC; Sweller JS, 2016, 'The Expertise Reversal Effect', in Educational Psychologist: A Special Issue of educational Psychologist: Volume 38, pp. 23 - 31, http://dx.doi.org/10.4324/9780203764770-4

Kalyuga S, 2015, 'Cognitive Load Aspects of Instructional Guidance A Traditional View', in INSTRUCTIONAL GUIDANCE: A COGNITIVE LOAD PERSPECTIVE, INFORMATION AGE PUBLISHING-IAP, pp. 23 - 42, http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000360779000003&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=891bb5ab6ba270e68a29b250adbe88d1

Kalyuga S, 2015, 'Formatting Instructional Guidance', in INSTRUCTIONAL GUIDANCE: A COGNITIVE LOAD PERSPECTIVE, INFORMATION AGE PUBLISHING-IAP, pp. 173 - 192, http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000360779000010&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=891bb5ab6ba270e68a29b250adbe88d1

Kalyuga S, 2015, 'Instructional Consequences of the Modified Theoretical Framework', in INSTRUCTIONAL GUIDANCE: A COGNITIVE LOAD PERSPECTIVE, INFORMATION AGE PUBLISHING-IAP, pp. 63 - 85, http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000360779000005&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=891bb5ab6ba270e68a29b250adbe88d1

Kalyuga S, 2015, 'Instructional Guidance A Cognitive Load Perspective Introduction', in INSTRUCTIONAL GUIDANCE: A COGNITIVE LOAD PERSPECTIVE, INFORMATION AGE PUBLISHING-IAP, pp. XI - +, http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000360779000001&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=891bb5ab6ba270e68a29b250adbe88d1

Kalyuga S, 2015, 'Instructional Implications of Human Cognitive Architecture', in INSTRUCTIONAL GUIDANCE: A COGNITIVE LOAD PERSPECTIVE, INFORMATION AGE PUBLISHING-IAP, pp. 3 - 21, http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000360779000002&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=891bb5ab6ba270e68a29b250adbe88d1

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, 2014, 'The expertise reversal principle in multimedia learning', in Mayer RE (ed.), The Cambridge Handbook of Multimedia Learning, Cambridge University Press, Cambridge, pp. 576 - 597, http://dx.doi.org/10.1017/CBO9781139547369

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

Kalyuga S, 2014, 'Critical thinking: A cognitive load perspective', in Critical Thinking and Higher Order Thinking: A Current Perspective, pp. 245 - 257

Kalyuga S, 2014, 'The expertise reversal principle in multimedia learning', in The Cambridge Handbook of Multimedia Learning, Second Edition, pp. 576 - 597, http://dx.doi.org/10.1017/CBO9781139547369.028

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

Lee C-H; Kalyuga S, 2014, 'Expertise reversal effect and its instructional implications', in Benassi VA; Overson CE; Hakala CM (ed.), Applying Science of Learning in Education, pp. 31 - 44, http://teachpsych.org/ebooks/asle2014/index.php

Kalyuga S, 2013, 'Rapid dynamic assessment for learning', in Self-Directed Learning Oriented Assessments in the Asia-Pacific, pp. 43 - 60, http://dx.doi.org/10.1007/978-94-007-4507-0_3

Kalyuga S, 2013, 'Knowledge and working memory effects on learning from visual displays', in Schraw G; McCrudden M; Robinson D (ed.), Learning through visual displays, Information Age Publishing, Charlotte, NC, USA, pp. 75 - 96

Kalyuga S, 2013, 'Rapid dynamic assessment for learning', in Mok MMC (ed.), Self-directed learning oriented assessments in the Asia-Pacific, Springer, Dordrecht, pp. 43 - 60, http://dx.doi.org/10.1007/978-94-007-4507-0

Kalyuga S, 2013, 'Role of prior knowledge in language learning: A cognitive load perspective', in Rata G (ed.), Linguistic Studies of Human Language, ATINER - Athens Institute for Education and Research, Athens, Greece, pp. 519 - 528, http://hdl.handle.net/1959.14/216658

Kalyuga S, 2012, 'ENHANCING DIAGNOSTIC ASSESSMENT OF EXPERTISE IN ADAPTIVE LEARNING ENVIRONMENTS', in Mayrath MC; ClarkeMidura J; Robinson DH; Schraw G (ed.), TECHNOLOGY-BASED ASSESSMENTS FOR 21ST CENTURY SKILLS: THEORETICAL AND PRACTICAL IMPLICATIONS FROM MODERN RESEARCH, INFORMATION AGE PUBLISHING-IAP, pp. 305 - 323, http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000306295200014&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=891bb5ab6ba270e68a29b250adbe88d1

Kalyuga S, 2012, 'Cognitive load aspects of text processing', in Boonthum Denecke C; McCarthy PM; Lamkin TA (ed.), Cross-Disciplinary Advances in Applied Natural Language Processing: Issues and Approaches, IGI Global, PA, USA, pp. 114 - 132, http://www.igi-global.com/book/cross-disciplinary-advances-applied-natural/55273

Kalyuga S; Lee CH, 2012, 'Cognitive load factors in formatting assessment items', in Assessment and Learning, Education Bureau, HKSARG, Hong Kong, pp. 31 - 42

Kalyuga S, 2012, 'Critical thinking: A cognitive load perspective', in Shaughnessy M (ed.), Critical thinking and higher order thinking: A current perspective, Nova Science, New York, pp. 245 - 257, https://www.novapublishers.com/catalog/product_info.php?products_id=28377&osCsid=4f6a754ac52b8931d1a351020e90d25d

Kalyuga S, 2012, 'Enhancing diagnostic assessment of expertise in adaptive learning environments', in Mayrath MC; Clarke-Midura J; Robinson DH; Schraw G (ed.), Technology-based assessment for 21st Century Skills: Theoretical and practical implications from modern research, Information Age Publishing, Charlotte, NC, pp. 303 - 321

Kalyuga S, 2012, 'Role of prior knowledge in learning processes', in Seel NM (ed.), Encyclopedia of the sciences of learning, Springer, Berlin, pp. 2886 - 2888, http://dx.doi.org/10.1007/978-1-4419-1428-6_214

Plass JL; Homer BD; Milne C; Jordan T; Kalyuga S; Kim M; Lee H, 2011, 'Design Factors for Effective Science Simulations', in Discoveries in Gaming and Computer-Mediated Simulations, IGI Global, pp. 16 - 35, http://dx.doi.org/10.4018/978-1-60960-565-0.ch002

Kalyuga S, 2011, 'Cognitive load in adaptive multimedia learning', in Calvo RA; D'Mello SK (ed.), New Perspectives on Affect and Learning Technologies. Explorations in the Learning Sciences, Instructional Systems and Performance Technologies, Springer, New York, NY, pp. 203 - 215

Kalyuga S, 2010, 'Implications of expertise reversal effect for multimedia learning', in Morris BA; Ferguson GM (ed.), Computer-Assisted Teaching: New Developments, Nova Science, New York, pp. 117 - 132

Kalyuga S, 2010, 'Individual differences and cognitive load theory', in Plass J; Moreno R; Brunken R (ed.), Cognitive Load Theory, Cambridge University Press, New York, pp. 65 - 87

Kalyuga S, 2010, 'Schema acquisition and sources of cognitive load', in Plass J; Moreno R; Brunken R (ed.), Cognitive Load Theory, Cambridge University Press, New York, pp. 48 - 64

Kalyuga S, 2009, 'Cognitive issues in tailoring multimedia learning technology to the human mind', in Pagani M (ed.), Encyclopedia of Multimedia Technology and Networking, IGI Global, Hershey, USA, pp. 218 - 223

Kalyuga S; Plass J, 2009, 'Evaluating and managing cognitive load in games', in Ferdig RE (ed.), Handbook of Research on Effective Electronic Gaming in Education, IGI Global, Hershey, PA, pp. 719 - 737

Kalyuga S; Plass JL, 2009, 'Evaluating and Managing Cognitive Load in Games', in Handbook of Research on Effective Electronic Gaming in Education, IGI Global, pp. 719 - 737, http://dx.doi.org/10.4018/978-1-59904-808-6.ch041

Kalyuga S, 2008, 'Rapid computer-based diagnostic tests of learners` knowledge', in Robinson DH; Schraw G (ed.), Recent Innovations in Educational Technology that Facilitate Student Learning, Information Age Publisher, Charlotte, NC, pp. 195 - 219

Kalyuga S, 2006, 'Expert-novice differences and adaptive multimedia', in Ghinea G; Chen SY (ed.), Digital multimedia perception and design, Idea Group publishing, Hershey, PA, pp. 206 - 223

Van Marrienboer J; Corbalan G; Kalyuga S; Paas F, 2006, 'Performance assessment and learning task selection in environments for complex learning.', in Elen J; Clark RE (ed.), Handling Complexity in Learning Environments: Theory and Research, Elsevier Science, Amsterdam, pp. 201 - 220

Kalyuga S, 2005, 'Prior Knowledge Principle in Multimedia Learning', in The Cambridge Handbook of Multimedia Learning, Cambridge University Press, pp. 325 - 338, http://dx.doi.org/10.1017/cbo9780511816819.022

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