Slava Kalyuga
Biographic Data
| ID | 1692137 |
|---|---|
| NAME | Slava Kalyuga |
| GIVEN NAMES | Slava |
| FAMILY NAME | Kalyuga |
| SIGNATURE | KALYUGA S |
| AFFILIATIONS | UNSW Sydney |
| ORCID | 0000-0003-4107-8253 |
| VERIFIED | Yes |
| TOTAL WORKS | 20 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 20 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2000 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Instructional Implications of Evolutionary Perspective on Human Cognitive Architecture as an Intelligent Natural Information Processing System
Sweller and Sweller (2006) suggested that human cognitive architecture represents a class of natural information processing systems. In contrast to most other known natural information processing systems, human cognition seamlessly integrates within the same architecture both evolved implicit (frequently called biologically primary) abilities and controlled explicit (biologically secondary) processes. The ability to engage in explicit, intentiona…
Evolutionary perspective on human cognitive architecture: Implications for adaptive instruction Commentary on the Special Issue on adaptivity
Effectiveness of invention tasks and explicit instruction in preparing intellectually gifted adolescents for learning
Solving a novel problem has recently garnered some attention as a viable alternative to traditional explicit instruction in the preparation of students for learning. This study investigated the effectiveness of introducing problem-solving tasks and worked examples prior to explicit instruction, along with the use of contrast, for gifted and non-gifted adolescents. One hundred and ninety-nine students from academically selective government and Ind…
Improving English language skills through learning Mathematic contents: From the expertise reversal effect perspective
BACKGROUND: Previous research in the field of content and language integrated learning (CLIL) has not yet comprehensively investigated the interaction between learners' expertise and the instructional effectiveness. AIMS: Taking cognitive load theory as the theoretical framework, a study was conducted to investigate the expertise reversal effect on learning English and mathematics simultaneously: whether an integrated approach (i.e. learning both…
Expertise reversal effect in a pen-tablet-based learning environment: The role of learningcentered emotions in the interplay between learner expertise and task complexity
The study investigated interactions between learner expertise and task complexity evaluated from both cognitive and affective perspectives. One hundred and seventy-three students, both novices and advanced learners, were asked to learn Japanese writing in a pen-tablet-based digital learning environment with varying task complexity levels. Cognitive load and learning-centred emotions were measured at intervals during learning, while writing perfor…
Is the human movement effect stable over time? The effects of presentation format on acquisition and retention of a motor skill
Strategies for facilitating processing of transient information in instructional videos by using learner control mechanisms
Studying the effect of redundancy in a virtual reality classroom
Effects of complexity-determined system pausing on learning from multimedia presentations
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 syst…
Linking students’ emotions to engagement and writing performance when learning Japanese letters with a pen-based tablet: An investigation based on individual pen pressure parameters
Element interactivity as a factor influencing the effectiveness of worked example-problem solving and problem solving-worked example sequences
BackgroundThe 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…
Four Ways of Considering Emotion in Cognitive Load Theory
Rethinking the Boundaries of Cognitive Load Theory in Complex Learning
Learning Geometry Problem Solving by Studying Worked Examples: Effects of Learner Guidance and Expertise
Research has demonstrated that instruction that relies heavily on studying worked examples is more effective for less experienced learners compared to instruction emphasizing problem solving. However, the guidance associated with studying some worked examples may reduce the performance of more experienced learners. This study investigated categories of guidance using geometry worked examples. Three conditions were used. In the theorem and step gu…
Cognitive Load Theory
Cognitive Load Theory: How Many Types of Load Does It Really Need?
Effectiveness of Different Pinyin Presentation Formats in Learning Chinese Characters: A Cognitive Load Perspective
This article reports the results of an experiment designed to investigate the effectiveness of pinyin (a phonic transcription system) in learning vocabulary of Chinese as a second language from the perspective of cognitive load theory. In the reported experiment, the learning effects of the vertical and horizontal layouts of characters, pinyin, and English translations were compared. Results indicated a significant advantage of the vertical forma…
Expertise Reversal Effect and Its Implications for Learner-Tailored Instruction
The Expertise Reversal Effect
When new information is presented to learners, it must be processed in a severely limited working memory. Learning reduces working memory limitations by enabling the use of schemas, stored in long-term memory, to process information more efficiently. Several instructional techniques have been designed to facilitate schema construction and automation by reducing working memory load. Recently, however, strong evidence has emerged that the effective…
When using sound with a text or picture is not beneficial for learning
Conventional wisdom tells us that two modalities (visual and auditory) are better than one modality in any instructional message. This paper describes two cases where combining audio explanations with visual instructions has had negative rather than positive or neutral effects. The results were explained as a consequence of working memory overload. Some guiding principles in the design of multimedia instruction are suggested
Learning Geometry Problem Solving by Studying Worked Examples: Effects of Learner Guidance and Expertise
Research has demonstrated that instruction that relies heavily on studying worked examples is more effective for less experienced learners compared to instruction emphasizing problem solving. However, the guidance associated with studying some worked examples may reduce the performance of more experienced learners. This study investigated categories of guidance using geometry worked examples. Three conditions were used. In the theorem and step gu…
Improving English language skills through learning Mathematic contents: From the expertise reversal effect perspective
BACKGROUND: Previous research in the field of content and language integrated learning (CLIL) has not yet comprehensively investigated the interaction between learners' expertise and the instructional effectiveness. AIMS: Taking cognitive load theory as the theoretical framework, a study was conducted to investigate the expertise reversal effect on learning English and mathematics simultaneously: whether an integrated approach (i.e. learning both…
Expertise reversal effect in a pen-tablet-based learning environment: The role of learningcentered emotions in the interplay between learner expertise and task complexity
The study investigated interactions between learner expertise and task complexity evaluated from both cognitive and affective perspectives. One hundred and seventy-three students, both novices and advanced learners, were asked to learn Japanese writing in a pen-tablet-based digital learning environment with varying task complexity levels. Cognitive load and learning-centred emotions were measured at intervals during learning, while writing perfor…
Effectiveness of Different Pinyin Presentation Formats in Learning Chinese Characters: A Cognitive Load Perspective
This article reports the results of an experiment designed to investigate the effectiveness of pinyin (a phonic transcription system) in learning vocabulary of Chinese as a second language from the perspective of cognitive load theory. In the reported experiment, the learning effects of the vertical and horizontal layouts of characters, pinyin, and English translations were compared. Results indicated a significant advantage of the vertical forma…
When using sound with a text or picture is not beneficial for learning
Conventional wisdom tells us that two modalities (visual and auditory) are better than one modality in any instructional message. This paper describes two cases where combining audio explanations with visual instructions has had negative rather than positive or neutral effects. The results were explained as a consequence of working memory overload. Some guiding principles in the design of multimedia instruction are suggested
The Expertise Reversal Effect
When new information is presented to learners, it must be processed in a severely limited working memory. Learning reduces working memory limitations by enabling the use of schemas, stored in long-term memory, to process information more efficiently. Several instructional techniques have been designed to facilitate schema construction and automation by reducing working memory load. Recently, however, strong evidence has emerged that the effective…
Expertise Reversal Effect and Its Implications for Learner-Tailored Instruction
Cognitive Load Theory
Cognitive Load Theory: How Many Types of Load Does It Really Need?
Effectiveness of Different Pinyin Presentation Formats in Learning Chinese Characters: A Cognitive Load Perspective
This article reports the results of an experiment designed to investigate the effectiveness of pinyin (a phonic transcription system) in learning vocabulary of Chinese as a second language from the perspective of cognitive load theory. In the reported experiment, the learning effects of the vertical and horizontal layouts of characters, pinyin, and English translations were compared. Results indicated a significant advantage of the vertical forma…
Learning Geometry Problem Solving by Studying Worked Examples: Effects of Learner Guidance and Expertise
Research has demonstrated that instruction that relies heavily on studying worked examples is more effective for less experienced learners compared to instruction emphasizing problem solving. However, the guidance associated with studying some worked examples may reduce the performance of more experienced learners. This study investigated categories of guidance using geometry worked examples. Three conditions were used. In the theorem and step gu…
Rethinking the Boundaries of Cognitive Load Theory in Complex Learning
Four Ways of Considering Emotion in Cognitive Load Theory
Linking students’ emotions to engagement and writing performance when learning Japanese letters with a pen-based tablet: An investigation based on individual pen pressure parameters
Element interactivity as a factor influencing the effectiveness of worked example-problem solving and problem solving-worked example sequences
BackgroundThe 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…
Studying the effect of redundancy in a virtual reality classroom
Effects of complexity-determined system pausing on learning from multimedia presentations
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 syst…
Is the human movement effect stable over time? The effects of presentation format on acquisition and retention of a motor skill
Strategies for facilitating processing of transient information in instructional videos by using learner control mechanisms
Effectiveness of invention tasks and explicit instruction in preparing intellectually gifted adolescents for learning
Solving a novel problem has recently garnered some attention as a viable alternative to traditional explicit instruction in the preparation of students for learning. This study investigated the effectiveness of introducing problem-solving tasks and worked examples prior to explicit instruction, along with the use of contrast, for gifted and non-gifted adolescents. One hundred and ninety-nine students from academically selective government and Ind…
Improving English language skills through learning Mathematic contents: From the expertise reversal effect perspective
BACKGROUND: Previous research in the field of content and language integrated learning (CLIL) has not yet comprehensively investigated the interaction between learners' expertise and the instructional effectiveness. AIMS: Taking cognitive load theory as the theoretical framework, a study was conducted to investigate the expertise reversal effect on learning English and mathematics simultaneously: whether an integrated approach (i.e. learning both…
Expertise reversal effect in a pen-tablet-based learning environment: The role of learningcentered emotions in the interplay between learner expertise and task complexity
The study investigated interactions between learner expertise and task complexity evaluated from both cognitive and affective perspectives. One hundred and seventy-three students, both novices and advanced learners, were asked to learn Japanese writing in a pen-tablet-based digital learning environment with varying task complexity levels. Cognitive load and learning-centred emotions were measured at intervals during learning, while writing perfor…
Instructional Implications of Evolutionary Perspective on Human Cognitive Architecture as an Intelligent Natural Information Processing System
Sweller and Sweller (2006) suggested that human cognitive architecture represents a class of natural information processing systems. In contrast to most other known natural information processing systems, human cognition seamlessly integrates within the same architecture both evolved implicit (frequently called biologically primary) abilities and controlled explicit (biologically secondary) processes. The ability to engage in explicit, intentiona…
Evolutionary perspective on human cognitive architecture: Implications for adaptive instruction Commentary on the Special Issue on adaptivity
Psychology (16 works) · Visual and Cognitive Learning Processes (16 works) · Cognition (15 works) · Computer Science (15 works) · Mathematics education (10 works) · Cognitive psychology (9 works) · Innovative Teaching and Learning Methods (9 works) · Cognitive Load (7 works) · Artificial Intelligence (6 works) · Educational psychology (6 works)