This special issue is dedicated to recent developments within cognitive load theory (CLT) and identifies some instructional implications of the interaction between information structures and cognitive architecture. The present article discusses the different studies in this special issue. An important conclusion is that recent CLT research recognizes the learners' level of expertise as an important factor mediating the relation between cognitive architecture, information structures, and learning outcomes. In this context, we discuss the role of expertise in CLT research and the role of CLT in expertise research. Based on this discussion, the use of CLT as a tool to develop expertise is identified as a very promising approach.
|Publication status||Published - 1 Jan 2004|