Cognitive Architecture and Instructional Design: 20 Years Later von Sweller, John, van Merriënboer, Jeroen J. G., Paas, Fred

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Granularity matters: comparing different ways of measuring self-regulated learning von Rovers, Sanne F. E., Clarebout, Geraldine, Savelberg, Hans H. C. M., de Bruin, Anique B. H., van Merriënboer, Jeroen J. G.

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A review to identify key perspectives in PBL meta-analyses and reviews: trends, gaps and future research directions von Hung, Woei, Dolmans, Diana H. J. M., van Merriënboer, Jeroen J. G.

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Measuring physician cognitive load: validity evidence for a physiologic and a psychometric tool von Szulewski, Adam, Gegenfurtner, Andreas, Howes, Daniel W., Sivilotti, Marco L. A., van Merriënboer, Jeroen J. G.

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The Validity of Physiological Measures to Identify Differences in Intrinsic Cognitive Load von Ayres, Paul, Lee, Joy Yeonjoo, Paas, Fred, van Merrienboer, Jeroen J. G.

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Effects of the Physical Environment on Cognitive Load and Learning: Towards a New Model of Cognitive Load von Choi, Hwan-Hee, van Merriënboer, Jeroen J. G., Paas, Fred

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Holistic processing only? The role of the right fusiform face area in radiological expertise von Kok, Ellen M., Sorger, Bettina, van Geel, Koos, Gegenfurtner, Andreas, van Merrienboer, Jeroen J. G., Robben, Simon G. F., de Bruin, Anique B. H.

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Training self‐assessment and task‐selection skills to foster self‐regulated learning: Do trained skills transfer across domains? von Raaijmakers, Steven F., Baars, Martine, Paas, Fred, Merriënboer, Jeroen J. G., Gog, Tamara

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Systematic viewing in radiology: seeing more, missing less? von Kok, Ellen M., Jarodzka, Halszka, de Bruin, Anique B. H., BinAmir, Hussain A. N., Robben, Simon G. F., van Merriënboer, Jeroen J. G.

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Exploring the relationship between emotion and cognitive load types during patient handovers von Young, John Q., Thakker, Krima, John, Majnu, Friedman, Karen, Sugarman, Rebekah, van Merriënboer, Jeroen J. G., Sewell, Justin L., O’Sullivan, Patricia S.

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Research on Cognitive Load Theory and Its Design Implications for E-Learning von van Merriënboer, Jeroen J. G., Ayres, Paul

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Ten Steps to Complex Learning: A Systematic Approach to Four-Component Instructional Design von van Merriënboer, Jeroen J. G., Kirschner, Paul A.

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Focused self-explanation prompts and segmenting foster pre-service teachers’ professional vision - but only during training von Martin, Monika, Farrell, Meg, Seidel, Tina, Rieß, Werner, Könings, Karen D., van Merriënboer, Jeroen J. G., Renkl, Alexander

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Expertise in clinical pathology: combining the visual and cognitive perspective von Jaarsma, Thomas, Jarodzka, Halszka, Nap, Marius, van Merriënboer, Jeroen J. G., Boshuizen, Henny P. A.

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Towards more powerful learning environments through combining the perspectives of designers, teachers, and students von Konings, Karen D, Brand-Gruwel, Saskia, Van Merrienboer, Jeroen J. G.

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Cognitive-Load Theory: Methods to Manage Working Memory Load in the Learning of Complex Tasks von Paas, Fred, van Merriënboer, Jeroen J. G.

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Developing the Evidence Base for M-Learning in Undergraduate Radiology Education: Identifying Learner Preferences for Mobile Apps von Darras, Kathryn E., G. van Merriënboer, Jeroen J., Toom, Matthew, Roberson, Nathan D., H. de Bruin, Anique B., Nicolaou, Savvas, Forster, Bruce B.

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Does Individual Performance Feedback Increase the Use of Retrieval Practice? von Hui, Luotong, de Bruin, Anique B. H., Donkers, Jeroen, van Merriënboer, Jeroen J. G.

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Monitoring communication with patients: analyzing judgments of satisfaction (JOS) von Wagner-Menghin, Michaela, de Bruin, Anique, van Merriënboer, Jeroen J. G.

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A Motivational Perspective on the Relation between Mental Effort and Performance: Optimizing Learner Involvement in Instruction von Paas, Fred, Tuovinen, Juhani E., van Merriënboer, Jeroen J. G., Darabi, A. Aubteen

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