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The purpose of this paper is to present a theoretical framework, which describes how police training programs can be developed in order to improve learning retention and the transfer of skills to the work environment.

A brief review is provided that describes training strategies stemming from Cognitive Load Theory (CLT), a well‐established theory of instructional design. This is followed by concrete examples of how to incorporate these strategies into police training programs.

The research reviewed in this paper consistently demonstrates that CLT‐informed training improves learning when compared to conventional training approaches and enhances the transferability of skills.

Rarely have well‐validated theories of instructional design, such as CLT, been applied specifically to police training. Thus, this paper is valuable to instructional designers because it provides an evidence‐based approach to training development in the policing domain.

This study aims to examine the effects of voice enthusiasm (enthusiastic voice vs calm voice) on social ratings of the speaker, cognitive load and transfer performance in multimedia learning.

Two laboratory experiments were conducted in which learners learned from a multimedia presentation about computer algorithm that was narrated by either an enthusiastic human voice or a calm human voice.

Results from Experiment 1 revealed that the enthusiastic voice narration led to higher social ratings of the speaker and transfer performance when compared to the calm voice narration. Experiment 2 demonstrated that the enthusiastic voice led to higher affective social ratings (human-like and engaging) and transfer performance as compared to the calm voice. Moreover, it was shown that a calm voice prompted a higher germane load than an enthusiastic voice, which conforms to the argument that prosodic cues in voice can influence processing in multimedia learning among non-native speakers.

This study extends from prior studies that examined voice effects related to mechanization, accent, dialect, and slang in multimedia learning to examining the effects of voice enthusiasm in multimedia learning.

The paper aims to examine the effect of levels of self-regulated effort (SRE) and levels of cognitive load on the watching and completing of video lectures used as the main source of instruction in online learning environments.

A survey provided data on the students’ engagement with video lectures, their level of SRE and the level of cognitive load they perceived while watching video lectures. The relationships between these variables and statistical significance were analyzed.

There were three key findings: a positive relationship between SRE and both watching and completing lectures; a negative relationship between SRE and perceptions of existing cognitive load; and students in different demographic groups watched fewer lectures, experienced higher cognitive load and reported lower levels of SRE.

Implications of this study are that video lecture creation would benefit from the development of best practices, consideration of students’ levels of self-regulation, minimization of extraneous load and individual differences among groups of students. Limitations are the context-specific nature of the findings and the fact that data were drawn from self-reported survey responses, meaning they are subjective in nature.

The originality of this paper lies in its investigation of relationship between SRE, cognitive load and video lecture viewership. No research of this topic could be found during the literature review. Findings are of value to those interested in reaping increased levels of video lecture viewership by showing elements that will encourage engagement, satisfaction and better transmission of instruction.

The purpose of this paper is to consider how simulations are increasingly used in training programs for the development of skills such as leadership. However, the requirements of leadership development go beyond the development of task specific procedural knowledge or expertise that simulations have typically been used to develop. Leadership requires flexibility in the application of knowledge developed through simulations and the creation of linkages to behavioral execution skills needed to utilize that knowledge effectively in real world settings.

The successful acquisition of flexible expertise and the related execution skills requires instructional techniques that manage cognitive load, delay automatization of responses, and provide diversity in simulated experiences to ensure richness of the mental models developed while working on simulations. The successful transfer of that knowledge to real world settings requires supplemental instructional techniques that link the use of the mental models developed on simulations to the contexts and behavioral requirements of the trainees' roles in real world settings.

If simulations are going to be used effectively for the development of dynamic skills such as leadership there is a need to go beyond their traditional use. The execution of leadership skills requires flexible expertise. The successful acquisition of rich schemata and versatile mental models as the goal of leadership development programs calls for instructional techniques that also facilitate the successful manifestation of flexible expertise.

The paper shows that, when embedded in deliberative processing, application of knowledge developed though simulations and the creation of linkages to behavioral execution skills facilitates successful performance in complex and dynamic real world challenges.

This paper aims to indicate that library guides seem to be unfamiliar to most students or not easy to find or use. Some improvements have been made by embedding the guides in the learning management system or promoting the guides in formal library instructional classes. Are there other ways to promote or improve the use of library guides? The author proposes an exploratory visual solution to minimize this gap between library users and library guides.

Guided by the cognitive load theory, the proposed solution is a knowledge map created with Freeplane. The proposal is illustrated by comparing a sample knowledge map with its content source, a subject guide in LibGuides, via three browsing paths in locating a recommended database for a particular course on the sample subject guide website.

The knowledge map can display contents in different ways and provide a simple and visual layout with direct access to the library resources, which may help lessen users’ intrinsic cognitive load, minimize extraneous load or promote germane load. The map can also be beneficial to librarians for preparing teaching materials or guides management.

The proposed solution can be implemented with Freeplane based on existing library guides or created from scratch.

The proposed solution addresses a gap in the library field, where the use of knowledge maps for library services is overlooked.

This chapter outlines potential steps to take in designing active learning experiences based on several theories underlying the learning process. The chapter examines theories of learning and instruction including information processing, schema acquisition, and cognitive load theory. Next follows an explanation of how these theories support problem-centered learning as well as a rationale for the need to help learners develop domain-general, flexible problem-solving skills that will transfer to future needs and contexts. The second half of the chapter focuses on designing active learning experiences based on the selection of real-world problems as the foundation for learning, activating prior knowledge, demonstration of the process or concept, multiple opportunities for practice with relevant scaffolding, and the chance to integrate that knowledge into the learners’ own context based on M. D. Merrill’s (2002) First Principles of Instruction. Examples of assessments, strategies, and activities to foster active, problem-centered learning drawn from the literature are also provided.

Information technology has been recognized as one of the keys to improved productivity in organizations. Yet, existing research has not paid sufficient attention to how information systems (ISs) influence the creative performance of individual users. The paper aims to discuss this issue.

This study draws on the theories of flow and cognitive load to establish a model of the predicted influences. The authors hypothesize that the information technology supports creativity by engaging individuals in a creative process and by lowering their cognitive load related to the process. To test these hypotheses, the authors employ a meta-analytical structural equation modeling approach using 24 previous studies on creativity and ISs use.

The results suggest that factors that help the user to maintain an interest in the performed task, immerse the user in a state of flow, and lower a person’s cognitive load during IS use can affect the user’s creative performance.

The findings imply that a combination of the theories of flow and cognitive load complements the understanding of how ISs influence creativity.

This paper proposes an explanation on why ISs affect creativity, which can be used by scholars to position further research, and by practitioners to implement creativity support systems.

This study aims to describe and examine the effectiveness of the mathematics-based learning method, called Accountamatics (Accounting from Mathematics perspective). The Accountamatics method is rooted in the principles of double-entry bookkeeping and the rules of debits and credits, which were initially documented by Luca Pacioli, a Mathematics Professor, in a mathematics book.

This study uses a quasi-experimental design, spanning a duration of one semester, to examine its research objectives. The participants included 230 students from the Faculty of Economics and Business in Indonesia, who were accredited by AACSB. Control variables, including gender, majors and study backgrounds, were taken into consideration. The data was analyzed using a linear regression test, followed by a comparative t-test.

The study findings show a significant positive impact of the Accountamatics method on student performance when compared to traditional learning approaches. Furthermore, the analysis indicates that the control variables examined in the study did not have a significant effect on student performance. Thus, it can be inferred that the implementation of the Accountamatics method has a beneficial effect on the academic performance of college students.

The study findings provide valuable insights for faculty members in higher education institutions, highlighting the potential benefits of incorporating mathematics-based teaching in accounting as an alternative approach for business students. These findings contribute to the existing knowledge on innovative teaching methods that can enhance the study of accounting within the business curriculum.

Over the span of around 25 years, extensive research has been conducted to compare traditional teaching methods with innovative approaches. However, the results have not consistently shown that the innovative methods outperform their traditional counterparts. In response to this, the Accountamatics method has been developed, building upon the fundamental knowledge in accounting that has been used since 1494. Despite its historical significance, this method is sometimes regarded as limited to technical knowledge in the modern era.

The purpose of this study was to test the relationship between intrinsic motivation and work performance among individuals from a broad cross‐section of job types among public employees with the objectives of contributing to self‐determination theory and assisting public management practice and research.

Respondents were drawn from three municipalities located in Norway. A questionnaire was distributed to 2,015 employees through a web‐based tool (Questback), which resulted in complete data from 779 workers, representing a response rate of approximately 39 per cent.

The findings suggest that the relationships between job autonomy and work performance and task interdependence and work performance are partly mediated by intrinsic motivation, while the relationship between supervisor support for autonomy, competence, and development and work performance is fully mediated by intrinsic motivation.

The two most important limitations, which are discussed in more detail at the end of the paper, are the cross‐sectional nature of the study and the reliance on self‐reported questionnaire data.

The results support self‐determination theory and suggest that public and private sector managers should pay more attention to autonomy‐supportive work environments.

First, a recent review of self‐determination theory casts doubt on the performance implications of intrinsic motivation for less complex or interesting tasks. Thus, in order to increase our knowledge of the quality of self‐determination theory as a work motivation theory, empirical research that spans a broad cross‐section of jobs and functions in organisations is needed. Second, and despite the importance of motivation among public employees in an era of transformation to a more business‐oriented approach, there is little empirical research on public sector employee motivation.

The impact of different screen-based typography styles on individuals’ cognitive processing of information has not been given much consideration in the literature, though such differences would imply different learning outcomes. This study aims to enrich the current understanding of the impact of reading in single- and multiple-column types on students’ cognitive processing.

An electroencephalogram (EEG) was used to record and analyze the brain signals of 27 students while reading from single- and multiple- column layouts.

The results showed a significant difference in students’ cognitive load when reading text from different types of columns. All students exerted less processing efforts when text was presented in two-column format, thus experiencing less cognitive load.

Using EEG, this study examined the neural consequences of reading in single- and multiple-column types on cognitive load during reading. The findings can be used to enrich the current instructional design practices on how different typographical formats facilitate learners’ cognitive performance.