Select Publications

Journal articles

H'mida C; Kalyuga S; Souissi N; Rekik G; Jarraya M; Khacharem A, 2022, 'Is the human movement effect stable over time? The effects of presentation format on acquisition and retention of a motor skill', Journal of Computer Assisted Learning, vol. 38, pp. 167 - 177, http://dx.doi.org/10.1111/jcal.12598

Liu TC; Lin YC; Kalyuga S, 2022, 'Effects of complexity-determined system pausing on learning from multimedia presentations', Australasian Journal of Educational Technology, vol. 38, pp. 102 - 114, http://dx.doi.org/10.14742/ajet.7267

Liu TC; Lin YC; Wang TN; Yeh SC; Kalyuga S, 2021, 'Studying the effect of redundancy in a virtual reality classroom', Educational Technology Research and Development, vol. 69, pp. 1183 - 1200, http://dx.doi.org/10.1007/s11423-021-09991-6

Chen O; Woolcott G; Kalyuga S, 2021, 'Comparing alternative sequences of examples and problem-solving tasks: the case of conceptual knowledge', Educational and Developmental Psychologist, vol. 38, pp. 158 - 170, http://dx.doi.org/10.1080/20590776.2021.1915098

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

Chen O; Kalyuga S, 2021, 'Working Memory Resources Depletion Makes Delayed Testing Beneficial', Journal of Cognitive Education and Psychology, vol. 20, pp. 38 - 46, http://dx.doi.org/10.1891/JCEP-D-20-00024

Chen O; Kalyuga S, 2020, 'Exploring factors influencing the effectiveness of explicit instruction first and problem-solving first approaches', European Journal of Psychology of Education, vol. 35, pp. 607 - 624, http://dx.doi.org/10.1007/s10212-019-00445-5

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

Chen O; Retnowati E; Kalyuga S, 2020, 'Element interactivity as a factor influencing the effectiveness of worked example–problem solving and problem solving–worked example sequences', British Journal of Educational Psychology, vol. 90, pp. 210 - 223, http://dx.doi.org/10.1111/bjep.12317

Khacharem A; Trabelsi K; Zoudji B; Kalyuga S, 2020, 'Communicating Dynamic Behaviors in Basketball: The Role of Verbal Instructions and Arrow Symbols', Research Quarterly for Exercise and Sport, vol. 91, pp. 219 - 227, http://dx.doi.org/10.1080/02701367.2019.1657553

Khacharem A; Trabelsi K; Engel FA; Sperlich B; Kalyuga S, 2020, 'The Effects of Temporal Contiguity and Expertise on Acquisition of Tactical Movements', Frontiers in Psychology, vol. 11, http://dx.doi.org/10.3389/fpsyg.2020.00413

Schrader C; Kalyuga S, 2020, 'Linking students’ emotions to engagement and writing performance when learning Japanese letters with a pen-based tablet: An investigation based on individual pen pressure parameters', International Journal of Human Computer Studies, vol. 135, http://dx.doi.org/10.1016/j.ijhcs.2019.102374

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

Jiang D; Kalyuga S, 2020, 'Confirmatory Factor Analysis of Cognitive Load Ratings Supports a Two-Factor Model', QUANTITATIVE METHODS FOR PSYCHOLOGY, vol. 16, pp. 216 - 225, http://dx.doi.org/10.20982/tqmp.16.3.p216

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

Khacharem A; Zoudji B; Kalyuga S, 2019, 'Which representation is best for communicating dynamic information?', Memory, vol. 27, pp. 943 - 951, http://dx.doi.org/10.1080/09658211.2019.1609520

Plass JL; Kalyuga S, 2019, 'Four Ways of Considering Emotion in Cognitive Load Theory', Educational Psychology Review, vol. 31, pp. 339 - 359, http://dx.doi.org/10.1007/s10648-019-09473-5

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

Chen O; Retnowati E; Kalyuga S, 2019, 'Effects of worked examples on step performance in solving complex problems', Educational Psychology, vol. 39, pp. 188 - 202, http://dx.doi.org/10.1080/01443410.2018.1515891

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

Miravete S; Tricot A; Kalyuga S; Amadieu F, 2017, 'Configured-groups hypothesis: fast comparison of exact large quantities without counting', Cognitive Processing, vol. 18, pp. 447 - 459, http://dx.doi.org/10.1007/s10339-017-0826-5

Likourezos V; Kalyuga S, 2017, 'Instruction-first and problem-solving-first approaches: alternative pathways to learning complex tasks', Instructional Science, vol. 45, pp. 195 - 219, http://dx.doi.org/10.1007/s11251-016-9399-4

Lin L; Lee CH; Kalyuga S; Wang Y; Guan S; Wu H, 2017, 'The Effect of Learner-Generated Drawing and Imagination in Comprehending a Science Text', Journal of Experimental Education, vol. 85, pp. 142 - 154, http://dx.doi.org/10.1080/00220973.2016.1143796

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

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; 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

Zhang L; Kalyuga S; Lee C; Lei C, 2016, 'Effectiveness of collaborative learning of computer programming under different learning group formations according to students' prior knowledge: a cognitive load perspective', Journal of Interactive Learning Research, vol. 27, pp. 171 - 192

Kalyuga S; Singh A-M, 2015, 'Rethinking the Boundaries of Cognitive Load Theory in Complex Learning', Educational Psychology Review, vol. 27, pp. 1 - 22, http://dx.doi.org/10.1007/s10648-015-9352-0

Khacharem A; Zoudji B; Kalyuga S, 2015, 'Expertise reversal for different forms of instructional designs in dynamic visual representations', British Journal of Educational Technology, vol. 46, pp. 756 - 767, http://dx.doi.org/10.1111/bjet.12167

Khacharem A; Zoudji B; Kalyuga S, 2015, 'Perceiving versus inferring movements to understand dynamic events: The influence of content complexity', Psychology of Sport and Exercise, vol. 19, pp. 70 - 75, http://dx.doi.org/10.1016/j.psychsport.2015.03.004

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

Kalyuga S; Liu TC, 2015, 'Guest Editorial: Managing cognitive load in technology-based learning environments', Educational Technology and Society, vol. 18, pp. 1 - 8

Liu T-C; Lin Y-C; Gao Y; Yeh S-C; Kalyuga S, 2015, 'Does the redundancy effect exist in electronic slideshow assisted lecturing?', Computers & Education, vol. 88, pp. 303 - 314, http://dx.doi.org/10.1016/j.compedu.2015.04.014

Kalyuga S; Liu TC, 2015, 'Managing Cognitive Load in Technology-Based Learning Environments', Journal of Educational Technology & Society, vol. 18, pp. 1 - 8

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

Pachman M; Sweller J; Kalyuga S, 2014, 'Effectiveness of combining worked examples and deliberate practice for high school geometry', Applied Cognitive Psychology, vol. 28, pp. 685 - 692, http://dx.doi.org/10.1002/acp.3054

Khacharem A; Zoudji B; Spanjers IAE; Kalyuga S, 2014, 'Improving learning from animated soccer scenes: Evidence for the expertise reversal effect', Computers in Human Behavior, vol. 35, pp. 339 - 349, http://dx.doi.org/10.1016/j.chb.2014.03.021

Khacharem A; Zoudji B; Kalyuga S, 2014, 'Expertise reversal for different forms of instructional designs in dynamic visual representations', British Journal of Educational Technology, http://dx.doi.org/10.1111/bjet.12167

Kalyuga S, 2013, 'Enhancing transfer by learning generalized domain knowledge structures', European Journal of Psychology of Education, vol. 28, pp. 1477 - 1493, http://dx.doi.org/10.1007/s10212-013-0176-3

Ng HK; Kalyuga S; Sweller J, 2013, 'Reducing transience during animation: a cognitive load perspective', Educational Psychology, vol. 33, pp. 755 - 772, http://dx.doi.org/10.1080/01443410.2013.785050

Pachman M; Sweller J; Kalyuga S, 2013, 'Levels of knowledge and deliberate practice', Journal of Experimental Psychology: Applied, vol. 19, pp. 108 - 119, http://dx.doi.org/10.1037/a0032149

Khacharem A; Zoudji B; Kalyuga S; Ripoll H, 2013, 'The expertise reversal effect for sequential presentation in dynamic soccer visualizations', Journal of Sport and Exercise Psychology, vol. 35, pp. 260 - 269, http://dx.doi.org/10.1123/jsep.35.3.260

Kyun S; Kalyuga S; Sweller J, 2013, 'The effect of worked examples when learning to write essays in English literature', Journal of Experimental Education, vol. 81, pp. 385 - 408, http://dx.doi.org/10.1080/00220973.2012.727884

Kalyuga S; Rikers R; Paas F, 2012, 'Educational implications of expertise reversal effects in learning and performance of complex cognitive and sensorimotor skills', Educational Psychology Review, vol. 24, pp. 313 - 337, http://dx.doi.org/10.1007/s10648-012-9195-x

Kalyuga S; Law Y; Lee CH, 2012, 'Expertise reversal effect in reading Chinese texts with added causal words', Instructional Science, vol. 41, pp. 481 - 497, http://dx.doi.org/10.1007/s11251-012-9239-0

Kalyuga S, 2012, 'For whom exploratory learning may not work: Implications of the expertise reversal effect in cognitive load theory', Technology Instruction Cognition and Learning, vol. 9, pp. 63 - 80

Hatsidimitris G; Kalyuga S, 2012, 'Guided self-management of transient information in animations through pacing and sequencing strategies', Etr&D - Educational Technology Research and Development, vol. 61, pp. 91 - 105, http://dx.doi.org/10.1007/s11423-012-9276-z


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