Abstract
The purpose of this article is to review and critique each of the research studies published in this special issue. We will critique each article, derive one or more instructional design heuristics based on the findings for each study, and provide recommendations for extending particular lines of research. Three suggestions are provided concerning cognitive load theory and instructional design adaptations for e-learning.
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Morrison, G.R., Anglin, G.J. Research on cognitive load theory: Application to e-learning. ETR&D 53, 94–104 (2005). https://doi.org/10.1007/BF02504801
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DOI: https://doi.org/10.1007/BF02504801