Learning Science Cognition

Understanding Cognitive Load in Learning

Published by When Notes Fly

https://whennotesfly.com/explainers/trends-insights-analysis/applying-cognitive-load-theory-to-learning

When Notes Fly article, fact-checked and corrected.

Corrected & verified
1 contributor 1 recorded contribution 1 correction

Who created and checked this page

Correction

Emir BaycanExpert Contributor

Correction history

Every accepted correction to this page is recorded with the exact change, so readers can see how the page improved over time.

  1. 29 July 2026 · corrected by Emir Baycan

    Corrected 2 citation errors: Brydges, Dubrowski, and Regehr's real University of Toronto research on procedural skills training was mischaracterized as a direct replication of Sweller's worked-example effect, when their actual research design centered on directed self-guided practice versus unstructured practice; and a fabricated 2019 'Review of Educational Research' Steenbergen-Hu and Cooper meta-analysis on adaptive learning, when their real papers are 2013 and 2014 Journal of Educational Psychology meta-analyses specifically on intelligent tutoring systems with mixed, not simply 'small but consistent,' findings.

    Before

    Article mischaracterized a real research team's actual methodology and cited a fabricated composite study with wrong year, journal, scope, and finding.

    After

    Corrected the Brydges citation to accurately describe their real self-guided-practice research design; replaced the fabricated Steenbergen-Hu citation with the real 2013/2014 Journal of Educational Psychology papers and their actual mixed findings.

    Why: The Sweller, Ayres, and Kalyuga 2011 meta-analysis citation and the MOOC/Learning at Scale 2014 citation in the same article verified as accurately described.

    View the full record →

Full contribution timeline

  1. Correction 29 July 2026

    Emir Baycan: Corrected 2 citation errors: Brydges, Dubrowski, and Regehr's real University of Toronto research on procedural skills training was mischaracterized as a direct replication of Sweller's worked-example effect, when their actual research design centered on directed self-guided practice versus unstructured practice; and a fabricated 2019 'Review of Educational Research' Steenbergen-Hu and Cooper meta-analysis on adaptive learning, when their real papers are 2013 and 2014 Journal of Educational Psychology meta-analyses specifically on intelligent tutoring systems with mixed, not simply 'small but consistent,' findings.

    Proof record →