百晓学者学者目录

John Sweller

UNSW Sydney

Selected Publications

Journal Articles

  1. Kean Poon, John Sweller (2026). Applying cognitive load theory to special education: a reconceptualisation through evolutionary psychology. The Educational and Developmental Psychologist.DOI
  2. Ouhao Chen, Richard John Allen, Amanda Waterman, John Sweller (2026). The Relationship Between Cognitive Offloading and the Transient Information Effect. Educational Psychology Review.DOI
  3. Ali Darejeh, Nadine Marcus, Gelareh Mohammadi, John Sweller (2026). Cognitive Load Measurement Methods for Usability Testing: A Critical Analysis and Framework for Interface Evaluation. Human Factors The Journal of the Human Factors and Ergonomics Society.DOI
  4. John Sweller (2025). An Integrated Human Cognitive Architecture. Educational Psychology Review, Vol. 370, No. 40.DOI
  5. Lin Zhang, John Sweller (2024). Instructional sequences in science teaching: considering element interactivity when sequencing inquiry-based investigation activities and explicit instruction. European Journal Of Psychology Of Education, Vol. 390, No. 40.DOI
  6. Ouhao Chen, Bobo Kai Yin Chan, Ellie Anderson, Rory Sullivan, Tim Jay, Kim Ouwehand, Fred Paas, John Sweller (2024). The effect of element interactivity and mental rehearsal on working memory resource depletion and the spacing effect. Contemporary Educational Psychology, Vol. 77.DOI
  7. John Sweller, Lin Zhang, Greg Ashman, William Cobern, Paul A. Kirschner (2024). [Review] Response to De Jong et al.'s (2023) paper Let's talk evidence - The case for combining inquiry-based and direct instruction. Educational Research Review, Vol. 420.DOI
  8. John Sweller (2024). Cognitive load theory and individual differences. Learning And Individual Differences, Vol. 110.DOI
  9. Juan C. Castro-Alonso, Alejandro A. Hidalgo, John Sweller (2024). Biological evolution and human cognition are analogous information processing systems. Frontiers In Psychology, Vol. 14.DOI
  10. Lin Zhang, Paul A. Kirschner, William W. Cobern, John Sweller (2024). Correction to: There is an Evidence Crisis in Science Educational Policy. Educational Psychology Review.DOI
  11. John Sweller (2023). The Development of Cognitive Load Theory: Replication Crises and Incorporation of Other Theories Can Lead to Theory Expansion. Educational Psychology Review, Vol. 35, No. 4.DOI
  12. R. . Jimmy Zambrano, Femke Kirschner, John Sweller, Paul A. Kirschner (2023). Effect of task-based group experience on collaborative learning: Exploring the transaction activities. British Journal Of Educational Psychology, Vol. 930, No. 4.DOI
  13. Ouhao Chen, Endah Retnowati, Juan Cristobal Castro-Alonso, Fred Paas, John Sweller (2023). The Relationship between Interleaving and Variability Effects: A Cognitive Load Theory Perspective. Education Sciences, Vol. 13, No. 11.DOI
  14. John Sweller (2023). Discussion of the special issue on cognitive load theory. British Journal Of Educational Psychology, Vol. 930.DOI
  15. Olga Ignatova, Slava Kalyuga, John Sweller (2023). The imagination effect when using textual or diagrammatic material to learn a second language. Language Teaching Research, Vol. 270, No. 40.DOI
  16. Ouhao Chen, Fred Paas, John Sweller (2023). [Review] A Cognitive Load Theory Approach to Defining and Measuring Task Complexity Through Element Interactivity. Educational Psychology Review, Vol. 35, No. 2.DOI
  17. John Sweller (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, No. 4.DOI
  18. Ouhao Chen, Fred Paas, John Sweller (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, No. 3.DOI
  19. Lin Zhang, Paul A. Kirschner, William W. Cobern, John Sweller (2022). There is an Evidence Crisis in Science Educational Policy. Educational Psychology Review, Vol. 34, No. 2.DOI
  20. Stephanie Roussel, Andre Tricot, John Sweller (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. 920, No. 2.DOI
  21. Ali Darejeh, Nadine Marcus, John Sweller (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.DOI
  22. Ouhao Chen, Fred Paas, John Sweller (2021). [Review] Spacing and Interleaving Effects Require Distinct Theoretical Bases: a Systematic Review Testing the Cognitive Load and Discriminative-Contrast Hypotheses. Educational Psychology Review, Vol. 33, No. 4.DOI
  23. Ali Darejeh, Nadine Marcus, John Sweller (2021). The effect of narrative-based E-learning systems on novice users' cognitive load while learning software applications. Etr&D-Educational Technology Research And Development, Vol. 690, No. 50.DOI
  24. Rosemary King, Paul Blayney, John Sweller (2021). How language background impacts learners studying International Financial Reporting Standards: a cognitive load theory perspective. Accounting Education, Vol. 300, No. 50.DOI
  25. Kate M. Xu, Petra Koorn, Bjorn de Koning, Irene T. Skuballa, Lijia Lin, Maartje Henderikx, Herbert W. Marsh, John Sweller, Fred Paas (2021). A Growth Mindset Lowers Perceived Cognitive Load and Improves Learning: Integrating Motivation to Cognitive Load. Journal Of Educational Psychology, Vol. 1130, No. 6.DOI
  26. Adam Szulewski, Daniel Howes, Jeroen J. G. van Merrienboer, John Sweller (2021). From Theory to Practice: The Application of Cognitive Load Theory to the Practice of Medicine. Academic Medicine, Vol. 96, No. 1.DOI
  27. Dayu Jiang, Slava Kalyuga, John Sweller (2021). Comparing face-to-face and computer-mediated collaboration when teaching EFL writing skills. Educational Psychology, Vol. 410, No. 1.DOI
  28. Greg Ashman, Slava Kalyuga, John Sweller (2020). Problem-solving or Explicit Instruction: Which Should Go First When Element Interactivity Is High? Educational Psychology Review, Vol. 32, No. 1.DOI
  29. John Sweller (2020). Cognitive load theory and educational technology. Etr&D-Educational Technology Research And Development, Vol. 680, No. 1.DOI
  30. Jia Lu, Slava Kalyuga, John Sweller (2020). Altering element interactivity and variability in example‐practice sequences to enhance learning to write Chinese characters. Applied Cognitive Psychology.DOI
  31. Jimmy Zambrano, Femke Kirschner, John Sweller, Paul A. Kirschner (2019). Effects of group experience and information distribution on collaborative learning. Instructional Science, Vol. 47, No. 5.DOI
  32. Jimmy R. Zambrano, Femke Kirschner, John Sweller, Paul A. Kirschner (2019). Effects of prior knowledge on collaborative and individual learning. Learning And Instruction, Vol. 63.DOI
  33. Wayne Leahy, John Sweller (2019). Cognitive Load Theory, Resource Depletion and the Delayed Testing Effect. Educational Psychology Review, Vol. 31, No. 2.DOI
  34. John Sweller, Jeroen J. G. van Merrienboer, Fred Paas (2019). Cognitive Architecture and Instructional Design: 20Years Later. Educational Psychology Review, Vol. 31, No. 2.DOI
  35. Vicki Likourezos, Slava Kalyuga, John Sweller (2019). The Variability Effect: When Instructional Variability Is Advantageous. Educational Psychology Review, Vol. 31, No. 2.DOI
  36. John Sweller (2019). I had an idea in the 1980s and to my surprise, it changed education around the world.DOI
  37. Juan Cristobal Castro-Alonso, John Sweller (2019). The Modality Effect of Cognitive Load Theory. Advances in intelligent systems and computing.DOI
  38. Rita Di Mascio, Slava Kalyuga, John Sweller (2018). The Effect of Wording and Placement of Task Instructions on Problem-Solving Creativity. Journal Of Creative Behavior, Vol. 52, No. 4.DOI
  39. Dayu Jiang, Slava Kalyuga, John Sweller (2018). The Curious Case of Improving Foreign Language Listening Skills by Reading Rather than Listening: an Expertise Reversal Effect. Educational Psychology Review, Vol. 30, No. 3.DOI
  40. Paul A. Kirschner, John Sweller, Femke Kirschner, Jimmy R. Zambrano (2018). From Cognitive Load Theory to Collaborative Cognitive Load Theory. International Journal Of Computer-Supported Collaborative Learning, Vol. 130, No. 2.DOI
  41. Ouhao Chen, Juan C. Castro-Alonso, Fred Paas, John Sweller (2018). Extending Cognitive Load Theory to Incorporate Working Memory Resource Depletion: Evidence from the Spacing Effect. Educational Psychology Review, Vol. 30, No. 2.DOI
  42. Endah Retnowati, Paul Ayres, John Sweller (2018). Collaborative learning effects when students have complete or incomplete knowledge. Applied Cognitive Psychology.DOI
  43. Ouhao Chen, Juan Cristobal Castro-Alonso, FRED G. W. C. PAAS, John Sweller (2018). Undesirable Difficulty Effects in the Learning of High-Element Interactivity Materials. Frontiers in Psychology.DOI
  44. John Sweller (2018). Measuring cognitive load. Perspectives on Medical Education.DOI
  45. Stephanie Roussel, Danielle Joulia, Andre Tricot, John Sweller (2017). Learning subject content through a foreign language should not ignore human cognitive architecture: A cognitive load theory approach. Learning And Instruction, Vol. 52.DOI
  46. John Sweller, Fred Paas (2017). Should self-regulated learning be integrated with cognitive load theory? A commentary. Learning And Instruction, Vol. 51.DOI
  47. Endah Retnowati, Paul Ayres, John Sweller (2017). Can Collaborative Learning Improve the Effectiveness of Worked Examples in Learning Mathematics? Journal Of Educational Psychology, Vol. 1090, No. 5.DOI
  48. Ouhao Chen, Slava Kalyuga, John Sweller (2017). [Review] The Expertise Reversal Effect is a Variant of the More General Element Interactivity Effect. Educational Psychology Review, Vol. 29, No. 2.DOI
  49. José Hanham, Wayne Leahy, John Sweller (2017). Cognitive Load Theory, Element Interactivity, and the Testing and Reverse Testing Effects. Applied Cognitive Psychology.DOI
  50. Ouhao Chen, Geoff Woolcott, John Sweller (2017). Using cognitive load theory to structure computer‐based learning including MOOCs. Journal of Computer Assisted Learning.DOI
  51. John Sweller (2016). Working Memory, Long-term Memory, and Instructional Design. Journal Of Applied Research In Memory And Cognition, Vol. 50, No. 40.DOI
  52. Ouhao Chen, Slava Kalyuga, John Sweller (2016). Relations between the worked example and generation effects on immediate and delayed tests. Learning And Instruction, Vol. 45.DOI
  53. Wayne Leahy, John Sweller (2016). Cognitive load theory and the effects of transient information on the modality effect. Instructional Science, Vol. 44, No. 1.DOI
  54. Paul Blayney, Slava Kalyuga, John Sweller (2016). The impact of complexity on the expertise reversal effect: experimental evidence from testing accounting students. Educational Psychology, Vol. 360, No. 10.DOI
  55. Ouhao Chen, Slava Kalyuga, John Sweller (2016). When Instructional Guidance is Needed. The Educational and Developmental Psychologist.DOI
  56. John Sweller (2016). Cognitive Load Theory and Computer Science Education.DOI
  57. John Sweller (2016). Story of a Research Program. Education Review.DOI
  58. André Tricot, John Sweller (2016). La cécité aux connaissances spécifiques. Éducation & didactique.DOI
  59. Paul Blayney, Slava Kalyuga, John Sweller (2015). Using Cognitive Load Theory to Tailor Instruction to Levels of Accounting Students' Expertise. Educational Technology & Society, Vol. 18, No. 4.
  60. Yuling Hsu, Yuan Gao, Tzu-Chien Liu, John Sweller (2015). Interactions Between Levels of Instructional Detail and Expertise When Learning with Computer Simulations. Educational Technology & Society, Vol. 18, No. 4.
  61. Yi-Chun Lin, Tzu-Chien Liu, John Sweller (2015). Improving the frame design of computer simulations for learning: Determining the primacy of the isolated elements or the transient information effects. Computers & Education, Vol. 88.DOI
  62. Ouhao Chen, Slava Kalyuga, John Sweller (2015). The Worked Example Effect, the Generation Effect, and Element Interactivity. Journal Of Educational Psychology, Vol. 1070, No. 3.DOI
  63. Wayne Leahy, Jose Hanham, John Sweller (2015). High Element Interactivity Information During Problem Solving may Lead to Failure to Obtain the Testing Effect. Educational Psychology Review, Vol. 270, No. 20.DOI
  64. John Sweller (2015). In Academe, What Is Learned, and How Is It Learned? Current Directions In Psychological Science, Vol. 240, No. 30.DOI
  65. Tamara van Gog, John Sweller (2015). [Review] Not New, but Nearly Forgotten: the Testing Effect Decreases or even Disappears as the Complexity of Learning Materials Increases. Educational Psychology Review, Vol. 27, No. 2.DOI
  66. Sahar Bokosmaty, John Sweller, Slava Kalyuga (2015). Learning Geometry Problem Solving by Studying Worked Examples: Effects of Learner Guidance and Expertise. American Educational Research Journal, Vol. 520, No. 20.DOI
  67. Jimmie Leppink, Tamara van Gog, FRED G. W. C. PAAS, John Sweller (2015). Cognitive load theory: researching and planning teaching to maximise learning.DOI
  68. Kristin L. Fraser, Paul Ayres, John Sweller (2015). Cognitive Load Theory for the Design of Medical Simulations. Simulation in Healthcare The Journal of the Society for Simulation in Healthcare.DOI
  69. Andre Tricot, John Sweller (2014). [Review] Domain-Specific Knowledge and Why Teaching Generic Skills Does Not Work. Educational Psychology Review, Vol. 260, No. 20.DOI
  70. Mariya Pachman, John Sweller, Slava Kalyuga (2014). Effectiveness of Combining Worked Examples and Deliberate Practice for High School Geometry. Applied Cognitive Psychology.DOI
  71. Amina Youssef-Shalala, Paul Ayres, Carina Schubert, John Sweller (2014). Using a general problem-solving strategy to promote transfer. Journal of Experimental Psychology Applied.DOI
  72. Hong Kok Ng, Slava Kalyuga, John Sweller (2013). Reducing transience during animation: a cognitive load perspective. Educational Psychology, Vol. 330, No. 7.DOI
  73. Yuan Gao, Renae Low, Putai Jin, John Sweller (2013). Effects of Speaker Variability on Learning Foreign-Accented English for EFL Learners. Journal Of Educational Psychology, Vol. 1050, No. 3.DOI
  74. Suna Kyun, Slava Kalyuga, John Sweller (2013). The Effect of Worked Examples When Learning to Write Essays in English Literature. Journal Of Experimental Education, Vol. 810, No. 30.DOI
  75. Anna Wong, Wayne Leahy, Nadine Marcus, John Sweller (2012). Cognitive load theory, the transient information effect and e-learning. Learning And Instruction, Vol. 22, No. 6.DOI
  76. Fred Paas, John Sweller (2012). [Review] An Evolutionary Upgrade of Cognitive Load Theory: Using the Human Motor System and Collaboration to Support the Learning of Complex Cognitive Tasks. Educational Psychology Review, Vol. 240, No. 10.DOI
  77. Kimberley Crompton Leslie, Renae Low, Putai Jin, John Sweller (2012). Redundancy and expertise reversal effects when using educational technology to learn primary school science. Etr&D-Educational Technology Research And Development, Vol. 600, No. 1.DOI
  78. Amina Youssef, Paul Ayres, John Sweller (2012). Using General Problem‐solving Strategies to Generate Ideas in Order to Solve Geography Problems. Applied Cognitive Psychology.DOI
  79. Paul A. Kirschner, Richard J. Clark, John Sweller (2012). Helemaal uitleggen of zelf laten ontdekken? Onderzoek spreekt voor volledig begeleide instructie. DSpace (Open University in the Netherlands).
  80. Richard E. Clark, Paul A. Kirschner, John Sweller (2012). Putting Students on the Path to Learning: The Case for Fully Guided Instruction. DSpace (Open University in the Netherlands).
  81. Mariya Pachman, John Sweller, Slava Kalyuga (2012). Effectiveness of combining worked examples and deliberate practice for high school geometry. International Conference of Learning Sciences.
  82. Paul A. Kirschner, John Sweller, Richard J. Clark (2011). Wiskunde leren? Kijk de kunst af van schaakmeesters. DSpace (Open University in the Netherlands).
  83. Jase Moussa‐Inaty, Paul Ayres, John Sweller (2011). Improving Listening Skills in English as a Foreign Language by Reading Rather than Listening: A Cognitive Load Perspective. Applied Cognitive Psychology.DOI
  84. Wayne Leahy, John Sweller (2011). Cognitive load theory, modality of presentation and the transient information effect. Applied Cognitive Psychology.DOI
  85. John Sweller (2011). Cognitive Load Theory and E-Learning. Lecture notes in computer science.DOI
  86. Anna Wong, Nadine Marcus, John Sweller (2011). Instructional Animations: More Complex to Learn from Than at First Sight? Lecture notes in computer science.DOI
  87. John Sweller, Paul Ayres, Slava Kalyuga (2011). Cognitive Load Theory. Springer eBooks.DOI
  88. Tamara van Gog, Fred Paas, John Sweller (2010). [Review] Cognitive Load Theory: Advances in Research on Worked Examples, Animations, and Cognitive Load Measurement. Educational Psychology Review, Vol. 22, No. 4.DOI
  89. John Sweller (2010). [Review] Element Interactivity and Intrinsic, Extraneous, and Germane Cognitive Load. Educational Psychology Review, Vol. 22, No. 2.DOI
  90. Fred Paas, Tamara van Gog, John Sweller (2010). [Review] Cognitive Load Theory: New Conceptualizations, Specifications, and Integrated Research Perspectives. Educational Psychology Review, Vol. 22, No. 2.DOI
  91. Paul Blayney, Slava Kalyuga, John Sweller (2010). Interactions between the isolated-interactive elements effect and levels of learner expertise: experimental evidence from an accountancy class. Instructional Science, Vol. 38, No. 3.DOI
  92. Jeroen J. G. van Merrienboer, John Sweller (2010). Cognitive load theory in health professional education: design principles and strategies. Medical Education, Vol. 440, No. 10.DOI
  93. Endah Retnowati, Paul Ayres, John Sweller (2010). Worked example effects in individual and group work settings. Educational Psychology, Vol. 300, No. 3.DOI
  94. John Sweller, Richard E. Clark, Paul A. Kirschner (2010). Teaching general problem solving does not lead to mathematical skills or knowledge. DSpace (Open University in the Netherlands).
  95. Arianne Rourke, John Sweller (2009). The worked-example effect using ill-defined problems: Learning to recognise designers' styles. Learning And Instruction, Vol. 19, No. 2.DOI
  96. John Sweller (2009). [Review] Cognitive Bases of Human Creativity. Educational Psychology Review, Vol. 21, No. 1.DOI
  97. Tamara van Gog, Fred Paas, Nadine Marcus, Paul Ayres, John Sweller (2009). [Review] The Mirror Neuron System and Observational Learning: Implications for the Effectiveness of Dynamic Visualizations. Educational Psychology Review, Vol. 21, No. 1.DOI
  98. Anna Wong, Nadine Marcus, Paul Ayres, Lee Smith, Graham A. Cooper, Fred Paas, John Sweller (2009). Instructional animations can be superior to statics when learning human motor skills. Computers In Human Behavior, Vol. 25, No. 2.DOI
  99. Susannah Torcasio, John Sweller (2009). The use of illustrations when learning to read: A cognitive load theory approach. Applied Cognitive Psychology.DOI
  100. John Sweller (2008). Instructional Implications of David C. Geary's Evolutionary Educational Psychology. Educational Psychologist, Vol. 430, No. 4.DOI
  101. Paul Owens, John Sweller (2008). Cognitive load theory and music instruction. Educational Psychology, Vol. 280, No. 1.DOI
  102. Mark Kissane, Slava Kalyuga, Paul Chandler, John Sweller (2008). The consequences of fading instructional guidance on delayed performance: the case of financial services training. Educational Psychology, Vol. 280, No. 7.DOI
  103. John Sweller (2008). Evolutionary bases of human cognitive architecture.DOI
  104. Yali Diao, John Sweller (2007). Redundancy in foreign language reading comprehension instruction: Concurrent written and spoken presentations. Learning And Instruction, Vol. 17, No. 1.DOI
  105. John Sweller, Paul A. Kirschner, Richard E. Clark (2007). Why minimally guided teaching techniques do not work: A reply to commentaries. Educational Psychologist, Vol. 420, No. 2.DOI
  106. Béatrice S. Hasler, Bernd Kersten, John Sweller (2007). Learner control, cognitive load and instructional animation. Applied Cognitive Psychology.DOI
  107. Wayne Leahy, John Sweller (2007). The imagination effect increases with an increased intrinsic cognitive load. Applied Cognitive Psychology.DOI
  108. Sharon Tindall-Ford, John Sweller (2006). Altering the modality of instructions to facilitate imagination: Interactions between the modality and imagination effects. Instructional Science, Vol. 34, No. 4.DOI
  109. Paul A. Kirschner, John Sweller, Richard E. Clark (2006). [Review] Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, Vol. 410, No. 2.DOI
  110. John Sweller (2006). The worked example effect and human cognition. Learning and Instruction.DOI
  111. John Sweller (2006). Discussion of ‘emerging topics in cognitive load research: using learner and information characteristics in the design of powerful learning environments’. Applied Cognitive Psychology.DOI
  112. Ruth Colvin Clark, Frank Nguyen, John Sweller, Melissa Baddeley (2006). Efficiency in learning: Evidence-based guidelines to manage cognitive load. Performance Improvement Journal.DOI
  113. John Sweller, Susan Sweller (2006). Natural Information Processing Systems. Evolutionary Psychology.DOI
  114. Slava Kalyuga, John Sweller (2005). Rapid dynamic assessment of expertise to improve the efficiency of adaptive e-learning. Etr&D-Educational Technology Research And Development, Vol. 530, No. 30.DOI
  115. Tracey Clarke, Paul Ayres, John Sweller (2005). The impact of sequencing and prior knowledge on learning mathematics through spreadsheet applications. Etr&D-Educational Technology Research And Development, Vol. 530, No. 3.DOI
  116. John Sweller (2005). Learning Aids and Strategies. Encyclopedia of Cognitive Science.DOI
  117. Jeroen J. G. van Merriënboer, John Sweller (2005). Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions. Educational Psychology Review.DOI
  118. Duncan Pawley, Paul Ayres, Martin Cooper, John Sweller (2005). Translating words into equations: a cognitive load theory approach. Educational Psychology.DOI
  119. Wayne Leahy, John Sweller (2005). Interactions Among the Imagination, Expertise Reversal, and Element Interactivity Effects. Journal of Experimental Psychology Applied.DOI
  120. Wayne Leahy, John Sweller (2004). Cognitive load and the imagination effect. Applied Cognitive Psychology.DOI
  121. Slava Kalyuga, Paul Chandler, John Sweller (2004). When Redundant On-Screen Text in Multimedia Technical Instruction Can Interfere With Learning. Human Factors The Journal of the Human Factors and Ergonomics Society.DOI
  122. Slava Kalyuga, John Sweller (2004). Measuring Knowledge to Optimize Cognitive Load Factors During Instruction. Journal of Educational Psychology.DOI
  123. FRED G. W. C. PAAS, Alexander Renkl, John Sweller (2004). Cognitive Load Theory: Instructional Implications of the Interaction between Information Structures and Cognitive Architecture. Instructional Science.DOI
  124. John Sweller (2004). Instructional Design Consequences of an Analogy between Evolution by Natural Selection and Human Cognitive Architecture. Instructional Science.DOI
  125. Robert Carlson, Paul Chandler, John Sweller (2003). Learning and understanding science instructional material. Journal of Educational Psychology.DOI
  126. Paul Ginns, Paul Chandler, John Sweller (2003). When imagining information is effective. Contemporary Educational Psychology.DOI
  127. Wayne Leahy, Paul Chandler, John Sweller (2003). When auditory presentations should and should not be a component of multimedia instruction. Applied Cognitive Psychology.DOI
  128. FRED G. W. C. PAAS, Alexander Renkl, John Sweller (2003). Cognitive Load Theory and Instructional Design: Recent Developments. Educational Psychologist.DOI
  129. Slava Kalyuga, Paul Ayres, Paul Chandler, John Sweller (2003). The Expertise Reversal Effect. Educational Psychologist.DOI
  130. Bing Hiong Ngu, Renae Low, John Sweller (2002). Text editing in chemistry instruction. Instructional Science.DOI
  131. E Pollock, Paul Chandler, John Sweller (2002). Assimilating complex information. Learning and Instruction.DOI
  132. Slava Kalyuga, Paul Chandler, Juhani E. Tuovinen, John Sweller (2001). When problem solving is superior to studying worked examples. Journal of Educational Psychology.DOI
  133. Slava Kalyuga, Paul Chandler, John Sweller (2001). Learner Experience and Efficiency of Instructional Guidance. Educational Psychology.DOI
  134. Slava Kalyuga, Paul Chandler, John Sweller (1999). Managing split-attention and redundancy in multimedia instruction. Applied Cognitive Psychology.DOI
  135. Juhani E. Tuovinen, John Sweller (1999). A comparison of cognitive load associated with discovery learning and worked examples. Journal of Educational Psychology.DOI
  136. John Sweller (1998). Can we measure working memory without contamination from knowledge held in long-term memory? Behavioral and Brain Sciences.DOI
  137. John Sweller, Jeroen J. G. van Merriënboer, FRED G. W. C. PAAS (1998). Cognitive Architecture and Instructional Design. Educational Psychology Review.DOI
  138. Wangari Mwangi, John Sweller (1998). Learning to Solve Compare Word Problems: The Effect of Example Format and Generating Self-Explanations. Cognition and Instruction.DOI
  139. Slava Kalyuga, Paul Chandler, John Sweller (1998). Levels of Expertise and Instructional Design. Human Factors The Journal of the Human Factors and Ergonomics Society.DOI
  140. Alexander Seeshing Yeung, Putai Jin, John Sweller (1998). Cognitive Load and Learner Expertise: Split-Attention and Redundancy Effects in Reading with Explanatory Notes. Contemporary Educational Psychology.DOI
  141. Hyun‐Ju Jeung, Paul Chandler, John Sweller (1997). The Role of Visual Indicators in Dual Sensory Mode Instruction. Educational Psychology.DOI
  142. MARTIN LEUNG, Renae Low, John Sweller (1997). Learning from equations or words. Instructional Science.DOI
  143. Narciso Cerpa, Paul Chandler, John Sweller (1996). Some Conditions under Which Integrated Computer-Based Training Software Can Facilitate Learning. Journal of Educational Computing Research.DOI
  144. Paul Chandler, John Sweller (1996). Cognitive Load While Learning to Use a Computer Program. Applied Cognitive Psychology.DOI
  145. John Sweller, Paul Chandler (1994). Why Some Material Is Difficult to Learn. Cognition and Instruction.DOI
  146. Janette Bobis, John Sweller, Martin Cooper (1994). Demands Imposed on Primary-School Students by Geometric Models. Contemporary Educational Psychology.DOI
  147. John Sweller (1993). Some cognitive processes and their consequences for the organisation and presentation of information. Australian Journal of Psychology.DOI
  148. Janette Bobis, John Sweller, Martin Cooper (1993). Cognitive load effects in a primary-school geometry task. Learning and Instruction.DOI
  149. Paul Chandler, John Sweller (1992). THE SPLIT‐ATTENTION EFFECT AS A FACTOR IN THE DESIGN OF INSTRUCTION. British Journal of Educational Psychology.DOI
  150. Kenneth N. Purnell, Robert T. Solman, John Sweller (1992). The effects of technical illustrations on cognitive load. Instructional Science.DOI
  151. John Sweller, Paul Chandler (1991). Evidence for Cognitive Load Theory. Cognition and Instruction.DOI
  152. John Sweller (1990). Critique: On the Limited Evidence for the Effectiveness of Teaching General Problem-Solving Strategies. Journal for Research in Mathematics Education.DOI
  153. John Sweller (1990). I Cognitive Processes and Instructional Procedures. Australian Journal of Education.DOI
  154. John Sweller, Paul Chandler, Paul Tierney, Martin Cooper (1990). Cognitive load as a factor in the structuring of technical material. Journal of Experimental Psychology General.DOI
  155. John Sweller (1989). Cognitive technology: Some procedures for facilitating learning and problem solving in mathematics and science. Journal of Educational Psychology.DOI
  156. Elizabeth Owen, John Sweller (1989). A Forum for Researchers: Should Problem Solving Be Used as a Learning Device in Mathematics? Journal for Research in Mathematics Education.DOI
  157. Martin Cooper, John Sweller (1989). Secondary School Students' Representations of Solids. Journal for Research in Mathematics Education.DOI
  158. John Sweller (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science.DOI
  159. John Sweller, Graham A. Cooper (1985). The Use of Worked Examples as a Substitute for Problem Solving in Learning Algebra. Cognition and Instruction.DOI
  160. John Sweller, Robert F. Mawer, Mark Ward (1983). Development of expertise in mathematical problem solving. Journal of Experimental Psychology General.DOI
  161. John Sweller (1983). Control mechanisms in problem solving. Memory & Cognition.DOI
  162. John Sweller, Marvin Levine (1982). Effects of goal specificity on means–ends analysis and learning. Journal of Experimental Psychology Learning Memory and Cognition.DOI
  163. John Sweller (1980). Transfer Effects in a Problem Solving Context. Quarterly Journal of Experimental Psychology.DOI
  164. John Sweller, W. Gee (1978). Einstellung, the sequence effect, and hypothesis theory. Journal of Experimental Psychology Human Learning & Memory.DOI
  165. John Sweller (1976). Criterion of Learning and Task Difficulty as Determinants of Mediated-Shift Learning Speed. Psychological Reports.DOI
  166. John Sweller (1976). List Length and Speed of Paired-Associate Learning. Psychological Reports.DOI
  167. John Sweller (1976). THE EFFECT OF TASK COMPLEXITY AND SEQUENCE ON RULE LEARNING AND PROBLEM SOLVING. British Journal of Psychology.DOI
  168. John Sweller (1976). Asymmetrical transfer using a verbal learning paradigm. Australian Journal of Psychology.DOI

Preprints

  1. Ali Darejeh, Nadine Marcusa, Gelareh Mohammadi, John Sweller (2024). A critical analysis of cognitive load measurement methods for evaluating the usability of different types of interfaces: guidelines and framework for Human-Computer Interaction. arXiv (Cornell University).DOI

Book Chapters

  1. John Sweller (2023). Cognitive Load Theory: What We Learn and How We Learn. Springer eBooks.DOI
  2. John Sweller, Paul Ayres (2022). Worked Examples. Oxford University Press eBooks.DOI
  3. Juan Cristobal Castro-Alonso, Paul Ayres, John Sweller (2019). Instructional Visualizations, Cognitive Load Theory, and Visuospatial Processing. Springer eBooks.DOI
  4. John Sweller (2016). Cognitive Load Theory, Evolutionary Educational Psychology, and Instructional Design. Evolutionary psychology.DOI
  5. John Sweller (2016). Cognitive Load Theory: What We Learn and How We Learn. Springer eBooks.DOI
  6. Rita Di Mascio, John Sweller, Slava Kalyuga (2014). Exploring the Effect of an Instruction to be Creative on Problem Solving in the Classroom. Developments in marketing science: proceedings of the Academy of Marketing Science.DOI
  7. FRED G. W. C. PAAS, John Sweller (2014). Implications of Cognitive Load Theory for Multimedia Learning. Cambridge University Press eBooks.DOI
  8. Slava Kalyuga, John Sweller (2014). The Redundancy Principle in Multimedia Learning. Cambridge University Press eBooks.DOI
  9. John Sweller (2013). Learning and Transfer in Two Web-Based and Distance Applications. Routledge eBooks.DOI
  10. Renae Low, Putai Jin, John Sweller (2013). Instructional Design in Digital Environments and Availability of Mental Resources for the Aged Subpopulation. IGI Global eBooks.DOI
  11. Renae Low, Putai Jin, John Sweller (2012). Instructional Design in Digital Environments and Availability of Mental Resources. IGI Global eBooks.DOI
  12. Renae Low, Putai Jin, John Sweller (2012). Digital Assessment of the Acquisition and Utility of Biologically Secondary Knowledge. Emerald Group Publishing Limited eBooks.DOI
  13. John Sweller (2011). Human cognitive architecture: Why some instructional procedures work and others do not. American Psychological Association eBooks.DOI
  14. Renae Low, Putai Jin, John Sweller (2011). Learners’ Cognitive Load When Using Educational Technology. IGI Global eBooks.DOI
  15. John Sweller, Paul Ayres, Slava Kalyuga (2011). Measuring Cognitive Load. Springer eBooks.DOI
  16. John Sweller, Paul Ayres, Slava Kalyuga (2011). Intrinsic and Extraneous Cognitive Load. Springer eBooks.DOI
  17. John Sweller, Paul Ayres, Slava Kalyuga (2011). The Expertise Reversal Effect. Springer eBooks.DOI
  18. John Sweller, Paul Ayres, Slava Kalyuga (2011). Altering Element Interactivity and Intrinsic Cognitive load. Springer eBooks.DOI
  19. John Sweller, Paul Ayres, Slava Kalyuga (2011). Cognitive Load Theory in Perspective. Springer eBooks.DOI
  20. John Sweller, Paul Ayres, Slava Kalyuga (2011). The Redundancy Effect. Springer eBooks.DOI
  21. John Sweller, Paul Ayres, Slava Kalyuga (2011). The Split-Attention Effect. Springer eBooks.DOI
  22. John Sweller, Paul Ayres, Slava Kalyuga (2011). The Guidance Fading Effect. Springer eBooks.DOI
  23. John Sweller, Paul Ayres, Slava Kalyuga (2011). The Modality Effect. Springer eBooks.DOI
  24. John Sweller, Paul Ayres, Slava Kalyuga (2011). The Worked Example and Problem Completion Effects. Springer eBooks.DOI
  25. John Sweller, Paul Ayres, Slava Kalyuga (2011). Amassing Information: The Information Store Principle. Springer eBooks.DOI
  26. John Sweller, Paul Ayres, Slava Kalyuga (2011). Facilitating Effective Mental Processes: The Imagination and Self-Explanation Effects. Springer eBooks.DOI
  27. John Sweller, Paul Ayres, Slava Kalyuga (2011). The Goal-Free Effect. Springer eBooks.DOI
  28. John Sweller, Paul Ayres, Slava Kalyuga (2011). Interacting with the External Environment: The Narrow Limits of Change Principle and the Environmental Organising and Linking Principle. Springer eBooks.DOI
  29. John Sweller, Paul Ayres, Slava Kalyuga (2011). Categories of Knowledge: An Evolutionary Approach. Springer eBooks.DOI
  30. John Sweller, Paul Ayres, Slava Kalyuga (2011). Emerging Themes in Cognitive Load Theory: The Transient Information and the Collective Working Memory Effects. Springer eBooks.DOI
  31. John Sweller, Paul Ayres, Slava Kalyuga (2011). The Element Interactivity Effect. Springer eBooks.DOI
  32. John Sweller, Paul Ayres, Slava Kalyuga (2011). Acquiring Information: The Borrowing and Reorganising Principle and the Randomness as Genesis Principle. Springer eBooks.DOI
  33. John Sweller (2010). Cognitive Load Theory: Recent Theoretical Advances. Cambridge University Press eBooks.DOI
  34. FRED G. W. C. PAAS, Tamara van Gog, Femke Kirschner, Nadine Marcus, Paul Ayres, John Sweller (2008). Interdisciplinary Perspectives on Cognitive Load Research as a Key to Tackle Challenges of Contemporary Education. Springer eBooks.DOI
  35. John Sweller (2005). Implications of Cognitive Load Theory for Multimedia Learning. Cambridge University Press eBooks.DOI
  36. Paul Ayres, John Sweller (2005). The Split-Attention Principle in Multimedia Learning. Cambridge University Press eBooks.DOI
  37. Renae Low, John Sweller (2005). The Modality Principle in Multimedia Learning. Cambridge University Press eBooks.DOI
  38. John Sweller (2005). The Redundancy Principle in Multimedia Learning. Cambridge University Press eBooks.DOI
  39. John Sweller (2003). Evolution of human cognitive architecture. ˜The œPsychology of learning and motivation/˜The œpsychology of learning and motivation.DOI
  40. Slava Kalyuga, Paul Chandler, John Sweller (1997). Levels of Expertise and User-Adapted Formats of Instructional Presentations: A Cognitive Load Approach. Springer eBooks.DOI

Research Interests

PsychologyComputer ScienceSocial Sciences

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