Scientific publications

Essential reading related to 4C/ID by year.

2021

• Costa, J.M., Miranda, G.L. & Melo, M. (2021) Four-component instructional design (4C/ID) model: a meta-analysis on use and effect. Learning Environments Research. https://doi.org/10.1007/s10984-021-09373-y
• Frerejean, J., Van Geel, M., Keuning, T., Dolmans, D., Van Merriënboer, J. J. G., & Visscher, A (2021). Ten steps to 4C/ID: training differentiation skills in a professional development program for teachers. Instructional Science. https://doi.org/10.1007/s11251-021-09540-x

2020

2019

• Beckers, J., Dolmans, D. H. J. M., & van Merriënboer, J. J. G. (2019). Perflect: Design and evaluation of an electronic development portfolio aimed at supporting self-directed learning. TechTrends, 63(4), 420–427. https://doi.org/10.1007/s11528-018-0354-x
• Frerejean, J., van Merriënboer, J. J. G., Kirschner, P. A., Roex, A., Aertgeerts, B., & Marcellis, M. (2019). Designing instruction for complex learning: 4C/ID in higher education. European Journal of Education, 54, 513-524. https://doi.org/10.1111/ejed.12363
• Güney, Z. (2019). A sample design in programming with four-component instructional design (4c/id) model. Malaysian Online Journal of Educational Technology, 7(4), 1–14. https://doi.org/10.17220/mojet.2019.04.001
• Rovers, S. F. E., Clarebout, G., Savelberg, H. H. C. M., de Bruin, A. B. H., & van Merriënboer, J. J. G. (2019). Granularity matters: Comparing different ways of measuring self-regulated learning. Metacognition and Learning, 14(1), 1–19. https://doi.org/10.1007/s11409-019-09188-6
• Sweller, J., van Merriënboer, J. J. G., & Paas, F. (2019). Cognitive architecture and instructional design: 20 years later. Educational Psychology Review, 31(2), 261–292. https://doi.org/10.1007/s10648-019-09465-5

2018

• Daniel, M., Stojan, J., Wolff, M., Taqui, B., Glasgow, T., Forster, S., & Cassese, T. (2018). Applying four-component instructional design to develop a case presentation curriculum. Perspectives on Medical Education, 7(4), 276–280. https://doi.org/10.1007/s40037-018-0443-8
• Marcellis, M., Barendsen, E., & van Merriënboer, J. J. G. (2018). Designing a blended course in android app development using 4C/ID. In Proceedings of the 18th Koli Calling International Conference on Computing Education Research (Koli
  Calling ’18) (pp. 1–5). Koli, Finland: ACM Press. https://doi.org/10.1145/3279720.3279739
• Pontes, T., Miranda, G., & Celani, G. (2018). Algorithm-aided design with python: Analysis of technological competence of subjects. Education Sciences, 8(4), 200. https://doi.org/10.3390/educsci8040200
• Raaijmakers, S. F., Baars, M., Schaap, L., Paas, F., van Merriënboer, J., & van Gog, T. (2018). Training self-regulated learning skills with video modeling examples: Do task-selection skills transfer? Instructional Science, 46(2), 273–290. https://doi.org/10.1007/s11251-017-9434-0
• Van Meeuwen, L. W., Brand-Gruwel, S., Kirschner, P. A., de Bock, J. J. P. R., & van Merriënboer, J. J. G. (2018). Fostering self-regulation in training complex cognitive tasks. Educational Technology Research and Development, 66(1), 53–73. https://doi.org/10.1007/s11423-017-9539-9
• Van Merriënboer, J. J. G., Gros, B., & Niegemann, H. (2018). Instructional design in Europe: Trends and issues. In R. A. Reiser & J. V. Dempsey (Eds.), Trends and issues in instructional design and technology (4th ed., pp. 192–198). New York, NY: Pearson Education.

2017

• De Bruin, A. B. H., & van Merriënboer, J. J. G. (2017). Bridging cognitive load and self-regulated learning research: A complementary approach to contemporary issues in educational research. Learning and Instruction, 51, 1–9. https://doi.org/10.1016/j.learninstruc.2017.06.001
• Francom, G. M. (2017). Principles for task-centered instruction. In C. M. Reigeluth, B. J. Beatty, & R. D. Myers (Eds.), Instructional design theories and models:The learner-centered paradigm of education (Vol. 4, pp. 65–91). New York: Routledge.
• Van Merriënboer, J. J. G., McKenney, S., Cullinan, D., & Heuer, J. (2017). Aligning pedagogy with physical learning spaces. European Journal of Education, 52(3), 253–267. https://doi.org/10.1111/ejed.12225

2016

• Beckers, J., Dolmans, D., & Van Merriënboer, J. (2016). E-portfolios enhancing students’ self-directed learning: A systematic review of influencing factors. Australasian Journal of Educational Technology. https://doi.org/10.14742/ajet.2528
• Frerejean, J., van Strien, J. L. H., Kirschner, P.A., & Brand-Gruwel, S. (2016). Completion strategy or emphasis manipulation? Task support for teaching information problem solving. Computers in Human Behavior, 62, 90–104. https://doi.org/10.1016/j.chb.2016.03.048
• Van Merriënboer, J. J. G. (2016). How people learn. In N. Rushby & D. W. Surry (Eds.), The Wiley handbook of learning technology (pp. 15–34). Chichester, UK: Wiley Blackwell.

2015

• Maggio, L. A., Ten Cate, O., Irby, D. M., & O’Brien, B. C. (2015). Designing evidence- based medicine training to optimize the transfer of skills from the classroom to clinical practice: Applying the four component instructional design model.Academic Medicine, 90, 1457–1461. https://doi.org/10.1097/ACM.0000000000000769
• Melo, M., & Miranda, G. L. (2015). Learning electrical circuits: The effects of the 4C-ID instructional approach in the acquisition and transfer of knowledge. Journal of Information Technology Education: Research, 14, 313–337. https://doi.org/10.28945/2281
• Postma, T. C., & White, J. G. (2015). Developing clinical reasoning in the classroom—analysis of the 4C/ID-model. European Journal of Dental Education, 9, 74–80. https://doi.org/10.1111/eje.12105
• Taminiau, E. M. C., Kester, L., Corbalan, G., Spector, J. M., Kirschner, P. A., & van Mer- riënboer, J. J. G. (2015). Designing on-demand education for simultaneous development of domain-specific and self-directed learning skills. Journal of Computer Assisted Learning, 31, 405–421. https://doi.org/10.1111/jcal.12076
• Van Merriënboer, J. J. G., & Dolmans, D. H. J. M. (2015). Research on instructional design in the health sciences: From taxonomies of learning to whole-task models. In J. Cleland & S. J. Durning (Eds.), Researching medical education (pp. 193–206). Chichester, UK:Wiley Blackwell.
• Vandewaetere, M., Manhaeve, D., Aertgeerts, B., Clarebout, G., van Merriënboer, J. J. G., & Roex, A. (2015). 4C/ID in medical education: How to design an educational program based on whole-task learning: AMEE Guide No. 93. Medical Teacher, 37, 4–20. https://doi.org/10.3109/0142159X.2014.928407
• Wopereis, I. G. J. H., Frerejean, J., & Brand-Gruwel, S. A. B. (2015). Information problem
  solving instruction in higher education: A case study on instructional design. Communications in Computer and Information Sciences, 552, 293–302. https://doi.org/10.1007/978-3-319-28197-1_30

2014

• Choi, H. H., van Merriënboer, J. J. G., & Paas, F. (2014). Effects of the physical environment on cognitive load and learning: Towards a new model of cognitive load. Educational Psychology Review, 26, 225–244. https://doi.org/10.1007/s10648-014-9262-6
• Claramita, M., & Susilo, A. P. (2014). Improving communication skills in the Southeast Asian health care context. Perspectives on Medical Education, 3(6), 474–479. https://doi.org/10.1007/s40037-014-0121-4
• Francom, G. M., & Gardner, J. (2014). What is task-centered learning? TechTrends, 58, 28–36. https://doi.org/10.1007/s11528-014-0784-z
• Könings, K. D., Seidel, T., & van Merriënboer, J. J. G. (2014). Participatory design of learning environments: Integrating perspectives of students, teachers, and designers. Instructional Science, 42, 1–9. https://doi.org/10.1007/s11251-013-9305-2
• Van Merriënboer, J. J. G., & de Bruin, A. B. H. (2014). Research paradigms and perspectives on learning. In J. M. Spector, M. D. Merrill, J. Elen, & M. J. Bishop (Eds.), Hand- book of research on educational communications and technology (4th ed., pp. 21–30). New York:Springer.
• Van Merriënboer, J. J. G., & Kester, L. (2014).The four-component instructional design model: Multimedia principles in environments for complex learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (2nd rev. ed., pp. 104–148). Cambridge, MA: Cambridge University Press.
• Young, J. Q., Van Merrienboer, J., Durning, S., & Ten Cate, O. (2014). Cognitive load theory: Implications for medical education: AMEE Guide no. 86. Medical Teacher, 36(5), 371–384. https://doi.org/10.3109/0142159X.2014.889290

2013

• Dolmans, D. H. J. M., Wolfhagen, I. H. A. P., & Van Merriënboer, J. J. G.(2013). Twelve tips for implementing whole-task curricula: How to make it work? Medical Teacher, 35, 801–805. https://doi.org/10.3109/0142159X.2013.799640
• Kirschner, P. A., & van Merriënboer, J. J. G. (2013). Do learners really know best? Urban legends in education. Educational Psychologist, 48(3), 169–183. https://doi.org/10.1080/00461520.2013.804395
• Susilo, A. P., van Merriënboer, J. J. G., van Dalen, J., Claramita, M., & Scherpbier, A. (2013). From lecture to learning tasks: Use of the 4C/ID model in a communication skills course in a continuing professional education context. The Journal of Continuing Education in Nursing, 44, 278–284. https://doi.org/10.3928/00220124‐20130501‐78
• Van Merriënboer, J. J. G. (2013). Perspectives on problem solving and instruction. Computers & Education, 64, 153–160. https://doi.org/10.10-16/j.compedu.2012.11.025

2012

• Holtslander, L. F., Racine, L., Furniss, S., Burles, M., & Turner, H. (2012). Developing and piloting an online graduate nursing course focused on experiential learning of qualitative research methods. Journal of Nursing Education, 51(6), 345–348. https://doi.org/10.3928/01484834-20120427-03
• Kester, L., & Kirschner, P. A. (2012). Cognitive tasks and learning. In N. Seel (Ed.), Ency- clopedia of the sciences of learning (pp. 619–622). New York: Springer.
• Kostons, D., van Gog, T., & Paas, F. (2012). Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning. Learning and Instruction, 22, 121–132. https://doi.org/10.1016/j.learninstruc.2011.08.004
• Van Merriënboer, J. J. G. (2012). Variability of practice. In N. M. Seel (Ed.), Encyclopedia of the Sciences of Learning (pp. 3389–3390). https://doi.org/10.10-07/978-1-4419-1428-6_415
• Tjiam, I. M., Schout, B. M. A., Hendrikx, A. J. M., Scherpbier, A. J. J. M., Witjes, J. A., & Van Merriënboer, J. J. G. (2012). Designing simulator-based training: An approach integrating cognitive task analysis and four-component instructional design. Medical Teacher, 34(10), e698–e707. https://doi.org/10.3109/0142159X.2012.687480
• Van Merriënboer, J. J. G., & van der Vleuten, C. P. (2012). Technology-based assessment in the integrated curriculum. In M. C. Mayrath, J. Clarke-Midura, D. H. Robinson, & G. Schraw (Eds.), Technology-based assessments for 21st century skills (pp. 345–370). Charlotte, NC: Information Age Publishing.

2011

• Corbalan, G., Kester, L., & van Merriënboer, J. J. G. (2011). Learner-controlled selection of tasks with different surface and structural features: Effects on transfer and efficiency. Computers in Human Behavior, 27, 76–81. https://doi.org/10.1016/j.chb.2010.05.026

2010

• Paas, F., van Gog,T., & Sweller, J. (Eds.). (2010). Cognitive load theory: New conceptualizations, specifications, and integrated research perspectives. Educational Psychology Review, 22, 115–121. https://doi.org/10.1007/s10648-010-9133-8
• Van Merriënboer, J. J. G., & Sweller, J. (2010). Cognitive load theory in health professional education: Design principles and strategies. Medical Education, 44(1), 85–93. https://doi.org/10.1111/j.1365-2923.2009.03498.x

2009

• Corbalan, G., Kester, L., & van Merriënboer, J. J. G. (2009). Dynamic task selection: Effects of feedback and learner control on efficiency and motivation. Learning and Instruction, 19, 455–465. https://doi.org/10.1016/j.learninstruc.2008.07.002
• Corbalan, G., Kester, L., & van Merriënboer, J. J. G. (2009). Combining shared control with variability over surface features: Effects on transfer test performance and task involvement. Computers in Human Behavior, 25, 290–298. https://doi.org/10.1016/j.chb.2008.12.009
• Kalyuga, S. (2009). Knowledge elaboration: A cognitive load perspective. Learning and Instruction, 19, 402–410. https://doi.org/10.1016/j.learninstruc.2009.02.003
• Kicken, W., Brand-Gruwel, S., van Merriënboer, J. J. G., & Slot, W. (2009). Design and evaluation of a development portfolio: How to improve students’ self-directed learning skills. Instructional Science, 37, 453–473. https://doi.org/10.1007/s11251-008-9058-5
• Kicken, W., Brand-Gruwel, S., van Merriënboer, J. J. G., & Slot, W. (2009). The effects of portfolio-based advice on the development of self-directed learning skills in secondary vocational education. Educational Technology Research and Development, 57, 439–460. https://doi.org/10.1007/s11423-009-9111-3
• Kirschner, P. A. (2009). Epistemology or pedagogy, that is the question. In S. Tobias & T. M. Duffy (Eds.), Constructivist instruction: Success or failure? (pp. 144–157). New York: Routledge.
• Kirschner, F., Paas, F., & Kirschner, P. A. (2009). Individual and group-based learning from complex cognitive tasks: Effects on retention and transfer efficiency. Computers in Human Behavior, 25, 306–314. https://doi.org/10.1016/j.chb.2008.12.008
• Lim, J., Reiser, R.A., & Olina, Z. (2009). The effects of part-task and whole-task instructional approaches on acquisition and transfer of a complex cognitive skill. Educational Technology Research and Development, 57, 61–77. https://doi.org/10.1007/s11423-007-9085-y
• Van Merriënboer, J. J. G., & Sluijsmans, D. M. A. (2009). Toward a synthesis of cognitive load theory, four-component instructional design, and self-directed learning. Educational Psychology Review, 21, 55–66. https://doi.org/10.10-07/s10648-008-9092-5

2008

• Corbalan, G., Kester, L., & van Merriënboer, J. J. G. (2008). Selecting learning tasks: Effects of adaptation and shared control on efficiency and task involvement. Contemporary Educational Psychology, 33, 733–756. https://doi.org/10.1016/j.cedpsych.2008.02.003
• Kicken,W., Brand-Gruwel, S., & van Merriënboer, J. J. G. (2008). Scaffolding advice on task selection: A safe path toward self-directed learning in on-demand education. Journal of Vocational Education and Training, 60, 223–239. https://doi.org/10.1080/13636820802305561
• Van Gog, T., Paas, F., & van Merriënboer, J. J. G. (2008). Effects of studying sequences of process-oriented and product-oriented worked examples on troubleshooting transfer efficiency. Learning and Instruction, 18, 211–222. https://doi.org/10.1016/j.learninstruc.2007.03.003
• Van Merriënboer, J. J. G., & Kester, L. (2008). Whole-task models in education. In J. M. Spector, M. D. Merrill, J. J. G. van Merriënboer, & M. P. Driscoll (Eds.), Handbook of research on educational communications and technology (3rd ed, pp. 441–456). Mahwah, NJ: Erlbaum/Routledge.

2007

• De Croock, M. B. M., & van Merriënboer, J. J. G. (2007). Paradoxical effects of information presentation formats and contextual interference on transfer of a complex cognitive skill. Computers in Human Behavior, 23, 1740–1761. https://doi.org/10.1016/j.chb.2005.10.003
• Sarfo, F. K., & Elen, J. (2007). Developing technical expertise in secondary technical schools: The effect of 4C/ID learning
  environments. Learning Environments Research, 10, 207–221. https://doi.org/10.1007/s10984‐007‐9031‐2

2006

• Janssen-Noordman, A. M. B., Van Merriënboer, J. J. G., van der Vleuten, C. P. M., & Scherpbier, A. J. J. A. (2006). Design of integrated practice for learning professional competences. Medical Teacher, 28, 447–452. https://doi.org/10.1080/01421590600825276
• Kester, L., Kirschner, P. A., & van Merriënboer, J. J. G. (2006). Just-in-time information presentation: Improving learning a troubleshooting skill. Contemporary Educational Psychology, 31, 167–185. https://doi.org/10.1016/j.cedpsych.2005.04.002
• Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 46(2), 75–86. https://doi.org/10.1207/s15326985ep4102_1
• Nadolski, R. J., Kirschner, P. A., & van Merriënboer, J. J. G. (2006). Process support in learning tasks for acquiring complex cognitive skills in the domain of law. Learning and Instruction, 16, 266– 278. https://doi.org/10.1016/j.learninstruc.2006.03.004
• Salden, R. J. C. M., Paas, F., & van Merriënboer, J. J. G. (2006). Personalised adaptive task selection in air traffic control: Effects on training efficiency and transfer. Learning and Instruction, 16, 350–362. https://doi.org/10.-1016/j.learninstruc.2006.07.007
• Salden, R. J. C. M., Paas, F., van der Pal, J., & van Merriënboer, J. J. G. (2006). Dynamic task selection in flight management system training. International Journal of Aviation Psychology, 16, 157–174. https://doi.org/10.1207/s15327108ijap1602_3
• Salden, R. J. C. M., Paas, F., & van Merriënboer, J. J. G. (2006). A comparison of approaches to learning task selection in the training of complex cognitive skills. Computers in Human Behavior, 22, 321–333. https://doi.org/10.1016/j.chb.2004.06.003
• Van Gog, T., Paas, F., & van Merriënboer, J. J. G. (2006). Effects of process-oriented worked examples on troubleshooting transfer performance. Learning and Instruction, 16, 154–164. https://doi.org/10.1016/j.learninstruc.2006.02.003
• Van Merriënboer, J. J. G., Kester, L., & Paas, F. (2006). Teaching complex rather than simple tasks: Balancing intrinsic and germane load to enhance transfer of learning. Applied Cognitive Psychology, 20, 343–352. https://doi.org/10.1002/acp.1250

2005

• Kester, L., Kirschner, P.A., & van Merriënboer, J. J. G. (2005). The management of cognitive load during complex cognitive skill acquisition by means of computer-simulated problem solving. British Journal of Educational Psychology, 75, 71–85. https://doi.org/10.1348/000709904X19254
• Nadolski, R. J., Kirschner, P. A., van Merriënboer, J. J. G., & Wöretshofer, J. (2005). Devel- opment of an instrument for measuring the complexity of learning tasks. Educational Research & Evaluation, 11, 1–27. https://doi.org/10.1080/13803610500110125
• Van Gog, T., Ericsson, K. A., Rikers, R. M. J. P., & Paas, F. (2005). Instructional design for advanced learners: Establishing connections between the theoretical frameworks of cognitive load and deliberate practice. Educational Technology Research and Development,
  53, 73–81. https://doi.org/10.1007/BF02504799
• Van Merriënboer, J. J. G., & Sweller, J. (2005). Cognitive load theory and complex learning: Recent developments and future directions. Educational Psychology Review, 17, 147–177. https://doi.org/10.1007/s10648-005-3951-0
• Van Merriënboer, J. J. G., & Sweller, J. (2005). Cognitive load theory and complex learn- ing: Recent developments and future directions. Educational Psychology Review, 17, 147–177. https://doi.org/10.1007/s10648-005-3951-0

2004

• Kester, L., Kirschner, P. A., & van Merriënboer, J. J. G. (2004). Information presentation and troubleshooting in electrical circuits. International Journal of Science Education, 26, 239–256. https://doi.org/10.1080/69032000072809

2003

• Kalyuga, S., Ayres, P., Chandler, P., & Sweller, J. (2003). The expertise reversal effect. Educational Psychologist, 38(1), 23–31. https://doi.org/10.1207/S15326985EP3801_4
• Renkl, A., & Atkinson, R. K. (2003). Structuring the transition from example study to problem solving in cognitive skill acquisition: A cognitive load perspective. Educational Psychologist, 38, 15–22. https://doi.org/10.1207/S1532-6985EP3801_3
• Van Merriënboer, J. J. G., Kirschner, P. A., & Kester, L. (2003). Taking the load off a learner’s mind: Instructional design for complex learning. Educational Psychologist 38, 5–13. https://doi.org/10.1207/s15326985e-p3801_2

2002

• Renkl, A. (2002). Worked-out examples: Instructional explanations support learning by self-explanations. Learning and Instruction, 12, 529–556. https://doi.org/10.1016/S0959-4752(01)00030-5
• Van Merriënboer, J. J. G., Clark, R. E., & de Croock, M. B. M. (2002). Blueprints for complex learning: The 4C/ID-model. Educational Technology Research and Development, 50, 39–61. https://doi.org/10.1007/BF02504993

2001

• Hoogveld, A. W. M., Paas, F., Jochems, W. M. G., & van Merriënboer, J. J. G. (2001). The effects of a Web-based training in an instructional systems design approach on teachers’ instructional design behavior. Computers in Human Behavior, 17(4), 363–371. https://doi.org/10.1016/S0747-5632(01)00013-9
• Kester, L., Kirschner, P. A., van Merriënboer, J. J. G., & Baumer, A. (2001). Just-in-time information presentation and the acquisition of complex cognitive skills. Computers in Human Behavior, 17, 373–392. https://doi.org/10.1016/S0747-5632(01)00011-5

1997

• Van Merriënboer, J. J. G., de Croock, M. B. M., & Jelsma, O. (1997). The transfer paradox: Effects of contextual interference on retention and transfer performance of a complex cognitive skill. Perceptual and Motor Skills, 84, 784–786. https://doi.org/10.2466/pms.1997.84.3.784

1994

• Paas, F., & van Merriënboer, J. J. G. (1994). Variability of worked examples and transfer of geometrical problem-solving skills: A cognitive-load approach. Journal of Educational Psychology, 86, 122–133. https://doi.org/10.1037/0022-0663.86.1.122

1992

• Van Merriënboer, J. J. G., Jelsma, O., & Paas, F. G. W. C. (1992). Training for reflective expertise: A four-component instructional design model for complex cognitive skills. Educational Technology Research and Development, 40(2), 23–43. https://doi.org/10.1007/BF02297047