Conference Programme
Monday 27 July
| Time | Session/Location | |||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 12:00 | Registration | |||||||||||||||||||
| 13:00 | Welcome, Housekeeping and Book Raffle | |||||||||||||||||||
| 13:30 | Keynote Speaker - Robert Logie Working memory and the flexibility of cognition | |||||||||||||||||||
| 15:00 | Refreshment Break | |||||||||||||||||||
| Paper Session 1a - Element Interactivity and Cognitive Load I | Paper Session 1b - Non-STEM Education I | |||||||||||||||||||
| 15:00 | O1. Gorbunova The Costs and Benefits of Collaboration: Cognitive Load Differences in Individual and Group Learning O2. Al-safi Coherent Maps, Light Intrinsic Load: What Learner-Generated Concept Map Structure Tells Us About Chunking O3. Tannert Too Much Information? Diagnostic Cue Number Shapes Pre-Service Teachers’ Judgement Accuracy of Self-Regulated Learning (30 minutes each) | O4. van Ketel Comparing direct instruction for performance with instructions for independent learning: an 8 week field experiment in R practicals O5. Surwanti Evaluating the Collective Working Memory Hypothesis in Writing Tasks: A Cooperative Learning Approach O6. Bartoletti Where Are My Manners? For Verb-Framed Languages Speakers, Learning Motion Manner Expression in Satellite-Framed Languages Could Be Enhanced by Primary Knowledge (30 minutes each) | ||||||||||||||||||
| 17:00 | Refreshment Break | |||||||||||||||||||
| Paper Session 2a -Measuring Cognitive Load I | Paper Session 2b - Working Memory Resources Depletion | |||||||||||||||||||
| 17:30 | O7. Schuessler How do Repeated Measurements With Single Items and Delayed Multidimensional Cognitive Load Instruments Relate to Each Other? O8. Ramadan Revisiting Germane Cognitive Load: Evidence From Longitudinal Confirmatory Factor Analysis O9. Zhou The Kinship Effect: Study 1 O10. Zhou The Kinship Effect: Study 2 (20 minutes each) | O11. Sepp Dynamical Systems: A Framework for Embodied Cognitive Offloading in Learning O12. Chen Rethink the mental rehearsal and working memory resource depletion O13. Guilbert The role of working memory depletion in video learning O14. Husnain Problem Posing vs. Worked Examples: Exploring Their Effects on Cognitive Load and Problem-Solving (20 minutes each) | ||||||||||||||||||
| 19:00 | Welcome Reception - Aston Webb Building, University of Birmingham | |||||||||||||||||||
Tuesday 28 July
| Time | Session/Location | |||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 08:30 | Registration | |||||||||||||||||||
| 09:00 | Keynote Speaker - Amanda Waterman Cognitive offloading: Using the environment to support cognitive performance and learning | |||||||||||||||||||
| 10:30 | Refreshment Break | |||||||||||||||||||
| Paper Session 3a - Signaling and Cognitive Load | Paper Session 3b - Self-Regulated Learning | |||||||||||||||||||
| 11:00 | O15. Kapuza The Role of Signaling in Supporting Problem Solving and Transfer for Learners with High Prior Knowledge O16. Forge Signaling relevant elements in an animation to improve learning regardless of learners' knowledge level: is fading effective? O17. van Nooijen Training Effective Police Hazard Perception with Expert Eye Movement Modelling Examples (30 minutes each) | O18. Xiao Effects of a self-regulated learning growth mindset intervention and performance feedback on retrieval practice during self-regulated learning in higher education O19. Koch Self-Regulated Learning and Cognitive Load Among Fifth Graders: A Longitudinal Study O20. Ahmad An Integrated Model of Academic Emotions, Self-Regulated Learning and Cognitive Load (30 minutes each) | ||||||||||||||||||
| 12:30 | Lunch and Poster Viewing (1h30) | |||||||||||||||||||
| Posters P1. Rzepecka-Karwowska Cognitive Load Theory in Practice: Applying the Dyslexia in the ESL Classroom® Method to Polish Learners of English P2. Roberts Cognitive load theory and educational leadership: A case study in middle secondary leadership practice P3. Kenneally Cognitive Load, Extended Reality, and Visuospatial Abilities in Physical Science Education P4. Nederhand Effects of collaboration setting on cognitive load and performance P5. Fan Designing Interactive Animation-Based Scenario Training Using Cognitive Load Theory for College Students Aspiring to Become Cabin Crew P6. Hsu Differential Instructional Designs Trigger the Epistemic Emotion and Cognitive Load Influence on Geometric Learning P7. Ouwehand The (mis)use of artificial intelligence in Higher Education: possibilities and limitations of large language models for learning P8. Carranza The Typing Task: A Dual-Task Paradigm For Assessing Processing Load in Multimedia Principles | ||||||||||||||||||||
| Paper Session 4a - Element Interactivity and Cognitive Load II | Paper Session 4b - Non-STEM Educlation II | |||||||||||||||||||
| 14:00 | O21. Blayney Isolated and Interacting Elements Processing in an Authentic Accounting Task: Evidence for an Expertise Reversal Effect O22. Ockl The role of cognitive load in preparation-for-learning: An experimental think-aloud study O23. Ngu Optimizing Instruction to Reduce Element Interactivity in Fraction Multiplication: Recommendations from Cognitive Load Theory (30 minutes each) | O24. Lau Optimizing Phonological Retention: The Impact of Romanisation Cues on Cantonese-L1 Adult Learners O25. Chen The Spacing Effect in Foreign Language Vocabulary Learning: The Role of Rest-Period Activities O26. Hanham - How EFL learners engage with worked examples matters: Gender x cognitive load effects (30 minutes each) | ||||||||||||||||||
| 15:30 | Refreshment Break | |||||||||||||||||||
| Paper Session 5a - Measuring Cognitive Load II | Paper Session 5b - Multimedia and Technology-Mediated Learning | |||||||||||||||||||
| 16:00 | O27. Jonker From Telling to Explaining: Designing Peer-to-Peer Mathematics Dialogues Under Cognitive Load Constraints O28. Krieglstein Are 7th and 8th Graders Able to Differentiate Levels of Cognitive Load? A Scale-Type Approach O29. Huret Measuring Teachers’ Cognitive Load in Context: From Attentional Resource Availability to Allocation O30. Shaaban The Role of Artificial Intelligence in Surgical Medical Education: A Cognitive Load Theory–Informed Evidence Synthesis (20 minutes each) | O31. de Koning AI-assisted summarizing improves retention and reduces cognitive load O32. Bokosmaty Physiological Responses of Stress Induction During Digital Learning O33. Wang Explaining to the Bored Audience Promotes Learning-by-Teaching O34. Fan Making F1 Easier and More Watchable: Complexity-Determined System Pausing to Support Female Low-Prior-Knowledge Learners (20 minutes each) | ||||||||||||||||||
| 17:30 | Depart | |||||||||||||||||||
| 19:30 | Conference Dinner - The Malt House (Birmingham - City Centre) | |||||||||||||||||||
Wednesday 29 July
| Time | Session/Location | |||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 8:30 | Registration | |||||||||||||||||||
| 9:00 | Keynote Speaker - Nelson Cowan Cognitive load, storage capacity limits, and capacity-sparing work-arounds | |||||||||||||||||||
| 10:30 | Refreshment Break | |||||||||||||||||||
| Paper Session 6a - Motivation and Emotion I | Paper Session 6b - Embodied Cognition | |||||||||||||||||||
| 11:00 | O35. Plass Rethinking Cognitive Load Theory O36. Brockbank Cognitive Load, Affect, and Regulatory Strategies: A More Integrated Model O37. Bartoletti Primary Knowledge Content as a Lever for Cognitive Load Management and Learning (30 minutes each) | O38. Zuo Learning From Split-Attention Materials: Effects of Finger Pointing and Tracing O39. Xie Tracing Supports Learning from Educational Videos O40. Zhang Alternating Finger Tracing For Learning: The Sequence of Non-alternating Tracing and Then Alternating Tracing (30 minutes each) | ||||||||||||||||||
| 12:30 | Picnic Lunch and Get to Know the University of Birmingham (2h) Take a look at the What to do on Campus suggestions on the Venue tab! | |||||||||||||||||||
| Paper Session 7a - Motivation and Emotion II | Paper Session 7b - Immersive Learning, AR/VR | |||||||||||||||||||
| 14:30 | O41. Park Emotion, Learning and Cognitive Load: How about Relief in Learning Processes? O42. Ramadan Examining the Link Between Self-efficacy and Cognitive Load: Latent Profile Transition Analysis Approach O43. Koerber Cognitive Load Meets Emotion: Exploring the Role of Arousal in Learning (30 minutes each) | O44. Lee Validity of Eye-Tracking Measures in Immersive Virtual Reality: Using Frameworks from Cognitive Theories of Learning O45. Lin GenAI-Driven VR Enactment with Structured Reflection for Preservice Teachers: Effects on Cognitive Load and Decision Quality O46. Candido You Make my Head Spin: Testing the Role of Augmented Reality Affordances in Determining Intrinsic Cognitive Load (30 minutes each) | ||||||||||||||||||
| 16:00 | Closing remarks - ICLTA, ICLTC2027 | |||||||||||||||||||
| 16:40 | Depart | |||||||||||||||||||
As part of the organisation of this conference, the University of Birmingham is collecting income via registration fees and sponsorships on behalf of the ICLTC 2026 organising committee.
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