摘要：AbstractThis paper reviews recent applications of cognitive load theory to the design of interactive multimedia learning. Research on expert-novice differences has indicated that the learner prior knowledge base is the most important factor that influences learning. On the other hand, processing limitations of working memory significantly affect learning processes. An important consequence of these two features of human cognitive architecture is that multimedia presentations that are effective for low- knowledge learners can lose their effectiveness for more knowledgeable learners and vice versa (expertise reversal effect). Therefore, it is necessary to dynamically adjust instructional presentations as learners acquire more knowledge in a domain. The paper focuses on empirical findings associated with these implications for multimedia and hypermedia learning environments.
