Abstract. Regardless the demonstrated explanatory power of cognitive load theory and its crucial role in the development of educational methods, the theory has been criticized and adapted frequently. For instance, Schnotz & Ku?rschner (2007) claim that the separate measurement of the 3 defined types is not feasible. Gerjets, et al. (2009) criticize the circularity in their definition and measurement. Sweller (2010) and Kalyuga (2011) appear to have given up on the notion of germane load as an independent source of load...

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