Since 1980's, professor Sweller’s research has been associated with cognitive load theory. An instructional theory based on our knowledge of human cognitive architecture. This theory is a major contributor to both research and issues associated with human cognitive architecture. The following instructional design effects have flowed from cognitive load theory: goal-free, worked example, split-attention, redundancy, modality, element interactivity, isolated-interacting elements, imagination, expertise reversal, completion, variable examples, and guidance fading effects. These effects have been studied by many researchers from around the globe. Thus, it has gained a lot of international attention and so has the “ownership” of the theory, which has shifted from his research group at UNSW to a large group of international researchers.
Publication
Kirschner, P.A., Sweller, J., & Clark, R. E. (2006). Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching. Educational Psychologist. 41 (2), 75-86. Available online at: http://www2.agsm.edu.au/all/all-web.nsf/AttachmentsByTitle/KirschnerSwellerClark-2006/$FILE/KirschnerSwellerClark-2006.pdf
Clark, R. Nguyen, F., & Sweller, J. (2006). Efficiency in learning: Evidence-Based Guidelines to Manage Cognitive Load. San Francisco, CA: Pfeiffer.
Leahy W. and Sweller J. (2005). Interactions Among the Imagination, Expertise Reversal, and Element Interactivity Effects. Journal of Experimental Psychology: Applied. 11 (4), 266-276. Available online at: http://www2.agsm.edu.au/all/all-web.nsf/AttachmentsByTitle/LeahySweller-2005/$FILE/LeahySweller-2005.pdf
Sweller, J. (2004). Instructional design consequences of an analogy between evolution by natural selection and human cognitive architecture. Instructional Science, 32(1–2), 9–31.
Sweller, J. (2003). Evolution of human cognitive architechture. In B. Ross (Ed.), The Psychology of Learning and Motivation (vol. 43, pp. 215-266). San Diego: Academic Press. Available online at: http://www2.agsm.edu.au/all/all-web.nsf/AttachmentsByTitle/Sweller-2003/$FILE/Sweller-2003.pdf
Sweller, J. (2003). Evolution of Human Cognitive Architecture, In The Psychology of Learning and Motivation, Volume 43. Brian Ross (eds.). San Diego: Academic Press.
Cooper, G., Tindall-Ford, S., Chandler, P., & Sweller, J. (2001). Learning by imagining. Journal of Experimental Psychology, 7, 68-82.
John Sweller (1999) Instructional design in technical areas. Melbourne: ACER Press.
Sweller, J., van Merrienboer, J., & Paas, F. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10, 251-296.
Chandler, P. & Sweller, J. (1996). Cognitive load while learning to use a computer program. Applied Cognitive Psychology, 10(2), 151–170.
Sweller, J. (1994). Cognitive load theory, learning difficulty and instructional design. Learning and Instruction, 4, 295-312.
Sweller, J. & Chandler, P. (1994). Why some material is difficult to learn. Cognition and Instruction, 12(3), 185-233.
Sweller, J. (1988). Cognitive Load During Problem Solving: Effects on Learning. Cognitive Science, 12(2), 257-285.
