Slava Kalyuga
University of New South Wales
Human–computer interactionEducational psychologyInteractivityMathematics educationArtificial intelligencePsychologyInstructional designEducational technologyCognitionCognitive psychologyPerspective (graphical)Cognitive architectureWorking memoryKnowledge levelExpertise reversal effectTask (project management)Computer scienceMultimediaCognitive loadTeaching method
156Publications
39H-index
8,058Citations
Publications 161
Newest
#1Tzu-Chien Liu (NTNU: National Taiwan Normal University)H-Index: 27
#2Yi-Chun Lin (NTNU: National Taiwan Normal University)H-Index: 11
Last. Slava Kalyuga (UNSW: University of New South Wales)H-Index: 39
view all 3 authors...
System pausing at pre-determined positions during multimedia presentations can enhance multimedia learning. However, the pause positions are usually set up based on the structure of the learning material (e.g., segmentation principle) rather than on the complexity of its different sections (as determined by levels of element interactivity, according to cognitive load theory). This study investigated the effectiveness of complexity-determined system pauses positioned either before or after comple...
Source
#1Cyrine H'mida (University of Sfax)H-Index: 5
#2Slava Kalyuga (UNSW: University of New South Wales)H-Index: 39
Last. Aïmen Khacharem (University of Valenciennes and Hainaut-Cambresis)H-Index: 9
view all 6 authors...
Source
Source
#1Ouhao Chen (Lboro: Loughborough University)H-Index: 8
#2Geoff Woolcott (SCU: Southern Cross University)H-Index: 9
Last. Slava Kalyuga (UNSW: University of New South Wales)H-Index: 39
view all 3 authors...
In cognitive load theory, the superiority of the Example-Problem sequence over the Problem-Example sequence has become a classic paradigm. The comparative effectiveness of these sequences, however, is subject to the influence of the factors of element interactivity and prior knowledge, and studies have examined these influences focused mostly on procedural rather than conceptual knowledge. This paper takes a deeper look at the effect of types of knowledge concentrating on conceptual knowledge. A...
Source
#1Tzu-Chien Liu (NTNU: National Taiwan Normal University)H-Index: 27
Redundancy effect has been investigated in many controlled experimental studies, however, it is seldom investigated whether the same redundant material may cause different results in classroom, which is a major learning place for students. Considering that it is not easy to control the internal validity in classroom environment, this study proposed a new research approach with the use of virtual reality (VR) classroom as the experimental platform to investigate this issue. In the current study, ...
Source
#1Cyrine H'midaH-Index: 5
#2Slava KalyugaH-Index: 39
Last. Aïmen KhacharemH-Index: 9
view all 0 authors...
Source
#1Dayu Jiang (UNSW: University of New South Wales)H-Index: 3
#2Slava Kalyuga (UNSW: University of New South Wales)H-Index: 39
Last. John Sweller (UNSW: University of New South Wales)H-Index: 92
view all 3 authors...
Face-to-face and computer-mediated collaboration have been used extensively in educational practice. However, research on teaching writing skills for English as a foreign language under collaborati...
Source
#1Olga Ignatova (UNSW: University of New South Wales)
#2Slava Kalyuga (UNSW: University of New South Wales)H-Index: 39
Last. John Sweller (UNSW: University of New South Wales)H-Index: 92
view all 3 authors...
The imagination effect occurs when students learn better from imagining concepts and procedures rather than from studying them. Cognitive load theory explains the effect by better use of available ...
Source
#1Ouhao Chen (Lboro: Loughborough University)H-Index: 8
#2Slava Kalyuga (UNSW: University of New South Wales)H-Index: 39
Problem solving followed by explicit instruction, as suggested by productive failure and several other instructional theories, indicates long-term learning benefits, whereas explicit instruction followed by problem solving has been consistently demonstrated as superior within the framework of cognitive load theory. However, the effectiveness of these instructional approaches may be moderated by several factors such as levels of element interactivity of learning materials, types of knowledge invo...
Source
#1Ouhao Chen (NTU: Nanyang Technological University)H-Index: 8
#2Endah Retnowati (UNY: Yogyakarta State University)H-Index: 5
Last. Slava Kalyuga (UNSW: University of New South Wales)H-Index: 39
view all 3 authors...
BACKGROUND: The worked example effect in cognitive load theory suggests that providing worked examples first followed by solving similar problems would facilitate students' learning. Using problem solving-worked example sequence is another way of implementing example-based instruction. Although research has demonstrated the superiority of worked example-problem solving sequence on learning materials that presumably are high in element interactivity for novices, none of the previous studies have ...
Source
This website uses cookies.
We use cookies to improve your online experience. By continuing to use our website we assume you agree to the placement of these cookies.
To learn more, you can find in our Privacy Policy.