The papers of this special issue demonstrate that cognitive load theory provides the framework for investigations into cognitive processes and instructional design. The genesis of Cognitive Load Theory emerged from an international symposium organ

Volume 38, Number 1, 2003Contents: F. Paas, A. Renkl, J. Sweller, Cognitive Load Theory and Instructional Design: Recent Developments. J.J.G. van Merriënboer, P.A. Kirschner, L. Kester, Taking the Load off a Learner's Mind: Instructional Design for Complex Learning. A. Renkl, R.K. Atkinson, Structuring the Transition From Example Study to Problem Solving in Cognitive Skill Acquisition: A Cognitive Load Perspective. S. Kalyuga, P. Ayres, P. Chandler, J. Sweller, The Expertise Reversal Effect. P. Gerjets, K. Scheiter, Goal Configurations and Processing Strategies as Moderators Between Instructional Design and Cognitive Load: Evidence From Hypertext-Based Instruction. R.E. Mayer, R. Moreno, Nine Ways to reduce Cognitive Lad in Multimedia Learning. R. Brünken, J.L. Plass, D. Leutner, Direct Measurement of Cognitive Load in Multimedia Learning. F. Paas, J.E. Tuovine, H. Tabbers, P.W.M. Van Gerven, Cognitive Load Measurement as a Means to Advance Cognitive Load Theory.