Complex learning is lengthy, requiring instruction to account for learners' motivational states and expertise development¶

Claim · All claims
Evidence · 1 study · review r? · q2
Currency · newest study 2005 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Because complex learning is a lengthy process, instructional approaches must take learners' motivational states and levels of expertise development into account. → van Merriënboer 2005

Evidence¶

van Merriënboer 2005¶

van Merriënboer, J.J.G., Sweller, J. (2005). Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions. Educ Psychol Rev 17, 147–177 (2005). https://doi.org/10.1007/s10648-005-3951-0

q2 · i? · review · r?

The review identifies this as the second of three recent developments in CLT for complex learning, stating that "complex learning is a lengthy process requiring learners' motivational states and levels of expertise development to be taken into account." No effect size is printed.

"Second, complex learning is a lengthy process requiring learners' motivational states and levels of expertise development to be taken into account."

Discussion¶

Related Claims¶

• Most surveyed teachers report accounting for learner prior knowledge and material complexity in instructional design — related
• Instructional guidance that helps novices can become redundant or counterproductive as expertise grows. — a narrower finding that bears on this claim