| Extending cognitive load theory to incorporate working memory resource depletion: Evidence from the spacing effect O Chen, JC Castro-Alonso, F Paas, J Sweller Educational Psychology Review 30, 483-501, 2018 | 281 | 2018 |
| The worked example effect, the generation effect, and element interactivity. O Chen, S Kalyuga, J Sweller Journal of educational psychology 107 (3), 689, 2015 | 216 | 2015 |
| The expertise reversal effect is a variant of the more general element interactivity effect O Chen, S Kalyuga, J Sweller Educational Psychology Review 29, 393-405, 2017 | 212 | 2017 |
| Relations between the worked example and generation effects on immediate and delayed tests O Chen, S Kalyuga, J Sweller Learning and Instruction 45, 20-30, 2016 | 92 | 2016 |
| A cognitive load theory approach to defining and measuring task complexity through element interactivity O Chen, F Paas, J Sweller Educational Psychology Review 35 (2), 63, 2023 | 85 | 2023 |
| Using cognitive load theory to structure computer‐based learning including MOOCs O Chen, G Woolcott, J Sweller Journal of Computer Assisted Learning 33 (4), 293-305, 2017 | 81 | 2017 |
| Spacing and interleaving effects require distinct theoretical bases: A systematic review testing the cognitive load and discriminative-contrast hypotheses O Chen, F Paas, J Sweller Educational Psychology Review 33, 1499-1522, 2021 | 60 | 2021 |
| Mathematics problem solving skill acquisition: Learning by Problem Posing or by Problem Solving? E Retnowati, Y Fathoni, O Chen Jurnal Cakrawala Pendidikan 37 (1), 2018 | 57 | 2018 |
| Undesirable difficulty effects in the learning of high-element interactivity materials O Chen, JC Castro-Alonso, F Paas, J Sweller Frontiers in psychology 9, 1483, 2018 | 55 | 2018 |
| When instructional guidance is needed O Chen, S Kalyuga, J Sweller The Educational and Developmental Psychologist 33 (2), 149-162, 2016 | 52 | 2016 |
| Exploring factors influencing the effectiveness of explicit instruction first and problem-solving first approaches O Chen, S Kalyuga European Journal of Psychology of Education 35 (3), 607-624, 2020 | 39 | 2020 |
| Cognitive load theory, spacing effect, and working memory resources depletion: Implications for instructional design O Chen, S Kalyuga Form, function, and style in instructional design: Emerging research and …, 2020 | 38 | 2020 |
| Element interactivity as a factor influencing the effectiveness of worked example–problem solving and problem solving–worked example sequences O Chen, E Retnowati, S Kalyuga British Journal of Educational Psychology 90, 210-223, 2020 | 37 | 2020 |
| Effects of worked examples on step performance in solving complex problems O Chen, E Retnowati, S Kalyuga Educational Psychology 39 (2), 188-202, 2019 | 33 | 2019 |
| The benefits of teaching on comprehension, motivation, and perceived difficulty: Empirical evidence of teaching expectancy and the interactivity of teaching Y Wang, L Lin, O Chen British Journal of Educational Psychology 91 (4), 1275-1290, 2021 | 30 | 2021 |
| Integrating cognitive load theory with other theories, within and beyond educational psychology J Hanham, JC Castro‐Alonso, O Chen British Journal of Educational Psychology 93, 239-250, 2023 | 22 | 2023 |
| The effect of worked examples on learning solution steps and knowledge transfer O Chen, E Retnowati, BBKY Chan, S Kalyuga Educational Psychology 43 (8), 914-928, 2023 | 14 | 2023 |
| Examining the influence of expertise on the effectiveness of diagramming and summarising when studying scientific materials O Chen, E Manalo, Y She Educational Studies 45 (1), 57-71, 2019 | 13 | 2019 |
| Improving English language skills through learning mathematic contents: From the expertise reversal effect perspective D Jiang, O Chen, Y Han, S Kalyuga British Journal of Educational Psychology 93, 386-401, 2023 | 12 | 2023 |
| Developing a new generation MOOC (ngMOOC): A design-based implementation research project with cognitive architecture and student feedback in mind G Woolcott, C Seton, R Mason, O Chen, W Lake, C Markopoulos, W Boyd European Journal of Open, Distance and E-learning 22 (1), 14-35, 2019 | 11 | 2019 |