Lecture Hall N114

For human cognitive architecture, it is widely accepted that all novel information first is processed by a capacity and duration limited working memory and then stored in an unlimited long-term memory for later use. Once information is stored in long-term memory, the capacity and duration limits of working memory disappear transforming our ability to function. This cognitive architecture formed the basis for the development of cognitive load theory (Sweller, van Merrienboer, & Paas, 2019), which provides evidence-informed instructional design guidelines that can be applied to the design of short instructional units such as educational multimedia (e.g., instructional animations, videos, simulations, games), as well as four-component instructional design (4C/ID; van Merrienboer & Kirschner, 2018), which provides guidelines that can be applied to the design of courses or whole curricula. The aim of this presentation is threefold. First, a global overview will be given of the type of research that has been conducted on cognitive load theory and 4C/ID over the last 20 years. Second, design guidelines for multimedia learning materials will be presented and illustrated with concrete examples. Third, design guidelines for educational programs of longer duration will be discussed, with a focus on so-called ‘double blended learning’ programs that combine both face-to-face with online learning and learning in formal educational settings with workplace learning. Finally, a sketch will be given of directions for future research.