From Cognitive Load to Instructional Design: IOE Researchers at European Conferences

Summer is traditionally a busy time for international research visits for colleagues at the International Laboratory of Research and Design in eLearning. This year, the Laboratory’s researchers presented their work at two major European education conferences.

@IOE

In July and August, the team participated in the International Cognitive Load Theory Conference (ICLTC 2026) in Birmingham, as well as the joint conference of the European Association for Research on Learning and Instruction (EARLI) Special Interest Groups 6 and 7 in Zurich.

International Cognitive Load Theory Conference, Birmingham

The ICLTC brings together researchers specialising in cognitive load theory to discuss current research directions and present new findings in this field.

Research Fellow Anna Gorbunova presented findings from a recent large-scale experiment conducted by the Laboratory on the potential cognitive costs of collaborative learning. Laboratory Head Anastasia Kapuza discussed findings from another experiment on the role of signalling cues for learners with high prior knowledge. Research Intern Hussein Al-Safi presented a study using concept maps to illustrate differences in cognitive load during task completion.

These presentations sparked lively discussions and contributed to ongoing research on cognitive load. The conference also provided an opportunity to discuss potential joint projects with researchers from universities in Rotterdam, Sydney, and New York.

EARLI SIG 6 & 7 Conference, Zurich

EARLI Special Interest Group 6 (Instructional Design) and SIG 7 (Technology-Enhanced Learning and Instruction) are key platforms for exchanging ideas on topics central to the Laboratory’s research. The Laboratory’s PhD students and researchers play an active role in both groups.

At the joint SIG 6 & 7 conference, Junior Research Fellow Maxim Boitcov presented research on how course design shapes students’ perceptions of learner control. The study introduces instructional explicitness of learner control as a design-level consideration that influences whether learner control functions as a choice or becomes a burden. This concept is also central to his doctoral research. 

Junior Research Fellow Aleksandra Getman presented research on changes in student engagement and their relationship to changes in academic development in online courses, a topic at the centre of her doctoral research. Research Fellow Anna Gorbunova presented her work on cognitive engagement in video-based learning with learner control. She also participated in an expert discussion on instructional video design, exploring current approaches to guiding learners’ attention and cognitive processes.

Participation in EARLI SIG 6 & 7 helped the researchers place their projects in a broader international research context and identify new directions for developing their work. The visit also opened up opportunities for research collaboration with colleagues from universities in Rotterdam, Leiden, Freiburg, and Zurich.

We congratulate our colleagues on their successful presentations and look forward to seeing these discussions develop into new research projects and international collaborations!