Wayne Leahy

Dr

  • 490 Citations
  • 9 h-Index
20032017
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Personal profile

Biography

       My research interest concerns instructional design for more effective learning. The focus is on our memory capacity. Many instructional designs do not take into consideration the limitations of working memory when processing new information. Cognitive load theory (Sweller, 1998, 2016) is a framework within which my research is based. 

       The theory has formed the basis for redesign of instructional materials. It utilizes controlled empirical studies using quantitative research methods. Applicability is for Kindergarten age to the elderly. Maths, IT, science, geography, language, English, economics and the creative arts are just a few of the curriculum areas that have been used as instructional content.

      I work with an international research team that has been responsible for producing many hundreds of studies in the area. The research is prolific and is now one of the leading cognitive theories in learning and teaching. 

 

Keywords (instructional design, cognitive psychology, working memory, elementary/primary curriculum)

Biography

Selected Publications

Leahy, W. & Sweller, J. (In press). Cognitive load theory, resource depletion and the delayed testing effect. Educational Psychology Review.

 

Leahy, W. & Sweller, J. (in press). The centrality of element interactivity to cognitive load theory in  S. Aghostino, S. Tindall-Ford & J. Sweller, Advances in Cognitive Load Theory: Rethinking Teaching”, Routledege.

 

Leahy, W. (2018). Social learning. In T. Shackelford and  V. Weekes-Shackelford (Eds). Encylopedia of Psychological Science. pp TBA, Springer, NY, New York. ISBN 978-3-319-16999-6

Document type: Book Chapter

 

Leahy, W.M. (2018).  Case studies in cognitive load measurement. In R. Zheng (Ed.), Cognitive Load Measurement and Application: A Theoretical Framework for Meaningful Research and Practice. pp 199-223. New York, NY: Routledge.

Document Type: Book Chapter

 


Hanham, J., Leahy, W., Sweller, J. (2017). Cognitive Load Theory, Element Interactivity, and the Testing and Reverse Testing Effects
Applied Cognitive Psychology, 31 (3), pp. 265-280.
DOI: 10.1002/acp.3324
Document Type: Article
Source: Scopus


Leahy, W., Sweller, J.
Cognitive load theory and the effects of transient information on the modality effect
(2016) Instructional Science, 44 (1), pp. 107-123.
DOI: 10.1007/s11251-015-9362-9
Document Type: Article
Source: Scopus


Agostinho, S., Tindall-Ford, S., Ginns, P., Howard, S.J., Leahy, W., Paas, F.
Giving learning a helping hand: Finger tracing of temperature graphs on an iPad
(2015) Educational Psychology Review, 27 (3), art. no. A004, pp. 427-443.
DOI: 10.1007/s10648-015-9315-5
Document Type: Review
Source: Scopus


Leahy, W., Hanham, J., Sweller, J.
High Element Interactivity Information During Problem Solving may Lead to Failure to Obtain the
Testing Effect
(2015) Educational Psychology Review, 27 (2), pp. 291-304.
DOI: 10.1007/s10648-015-9296-4
Document Type: Article
Source: Scopus


Wong, A., Leahy, W., Marcus, N., Sweller, J.
Cognitive load theory, the transient information effect and e-learning
(2012) Learning and Instruction, 22 (6), pp. 449-457.
Document Type: Article
Source: Scopus


Leahy, W., Sweller, J.
Cognitive load theory, modality of presentation and the transient information effect
(2011) Applied Cognitive Psychology, 25 (6), pp. 943-951.
DOI: 10.1002/acp.1787
Document Type: Article
Source: Scopus


Leahy, W.M.
Cognitive load theory and instructional design: An outline of the theory and reflections on a need for
new directions to cater for individual differences and motivation
(2009) Educational Psychology: Cognition and Learning, Individual Differences and Motivation, pp.
245-260.
Document Type: Book Chapter
Source: Scopus


Leahy, W., Sweller, J.
The imagination effect increases with an increased intrinsic cognitive load
(2008) Applied Cognitive Psychology, 22 (2), pp. 273-283.
DOI: 10.1002/acp.1373
Document Type: Article
Source: Scopus


Leahy, W., Sweller, J.
Interactions among the imagination, expertise reversal, and element interactivity effects
(2005) Journal of Experimental Psychology: Applied, 11 (4), pp. 266-276.
DOI: 10.1037/1076-898X.11.4.266
Document Type: Article
Source: Scopus


Leahy, W., Sweller, J.
Cognitive load and the imagination effect
(2004) Applied Cognitive Psychology, 18 (7), pp. 857-875.
DOI: 10.1002/acp.1061
Document Type: Article
Source: Scopus

 

Leahy, W., Cooper, G., and Sweller, J. (2004). Element interactivity and the constraints of cognitive load theory. In Missing the Meaning, Peacock, A. and Cleghorn, A (eds), Palgrave Macmillan: UK

 
Leahy, W., Chandler, P., Sweller, J.
When auditory presentations should and should not to be a component of multimedia instruction
(2003) Applied Cognitive Psychology, 17 (4), pp. 401-418.
DOI: 10.1002/acp.877
Document Type: Article
Source: Scopus

Fingerprint Dive into the research topics where Wayne Leahy is active. These topic labels come from the works of this person. Together they form a unique fingerprint.

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Learning Medicine & Life Sciences
Imagination Medicine & Life Sciences
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Projects 2010 2016

Research Outputs 2003 2017

  • 490 Citations
  • 9 h-Index
  • 9 Article
  • 2 Chapter
  • 1 Review article

Cognitive load theory, element interactivity, and the testing and reverse testing effects

Hanham, J., Leahy, W. & Sweller, J., May 2017, In : Applied Cognitive Psychology. 31, 3, p. 265-280 16 p.

Research output: Contribution to journalArticleResearchpeer-review

Learning
Students
Cognitive Load
Testing Effect
Interactivity

Cognitive load theory and the effects of transient information on the modality effect

Leahy, W. & Sweller, J., 1 Feb 2016, In : Instructional Science. 44, 1, p. 107-123 17 p.

Research output: Contribution to journalArticleResearchpeer-review

Short-Term Memory
Information Theory
experiment
instruction

Giving learning a helping hand: Finger tracing of temperature graphs on an iPad

Agostinho, S., Tindall-Ford, S., Ginns, P., Howard, S. J., Leahy, W. & Paas, F., 1 Sep 2015, In : Educational Psychology Review. 27, 3, p. 427-443 17 p., A004.

Research output: Contribution to journalReview articleResearchpeer-review

Tablets
Fingers
Hand
Learning
Temperature

High Element Interactivity Information During Problem Solving may Lead to Failure to Obtain the Testing Effect

Leahy, W., Hanham, J. & Sweller, J., 26 Jun 2015, In : Educational Psychology Review. 27, 2, p. 291-304 14 p.

Research output: Contribution to journalArticleResearchpeer-review

Motor Vehicles
Learning
Students

Cognitive load theory, the transient information effect and e-learning

Wong, A., Leahy, W., Marcus, N. & Sweller, J., Dec 2012, In : Learning and Instruction. 22, 6, p. 449-457 9 p.

Research output: Contribution to journalArticleResearchpeer-review

Educational Technology
Information Theory
Short-Term Memory
electronic learning
Learning