YOGYAKARTA – Marking the culmination of its annual academic commitment, the Indonesian Center for Cognitive Load Research (ICCLR) once again achieved a significant milestone by successfully hosting the ICCLR 5th Symposium on Learning and Instruction. Held at the 4th Floor of the Master’s and Doctoral Building, Faculty of Mathematics and Natural Sciences (FMIPA), Universitas Negeri Yogyakarta (UNY), on Saturday, 8 August 2026, the major academic event carried the overarching theme “Optimizing Learning through Instructional Strategies: A Cognitive Load Theory Perspective.”

Bringing a global perspective to the forum, the prestigious symposium featured three internationally recognized experts in instructional science as its Keynote Speakers. The panel discussion opened with insights from Assoc. Prof. Paul Ginns, Ph.D. of the University of Sydney, who explored the complex relationship among “Cognitive Load Theory, Cognitive Theory of Multimedia Learning, and Deep Learning.”

The academic discussion was further enriched by a strategic presentation from ICCLR Director at Universitas Negeri Yogyakarta, Assoc. Prof. Endah Retnowati, Ph.D., who examined the “Research Roadmap Cognitive Load Theory for Mathematics Education.” The main sessions were then complemented by the expertise of Assoc. Prof. Ouhao Chen, Ph.D. from the University of Leeds, United Kingdom, who explored the architecture of cognition through his presentation, “Intrinsic, Extraneous, and Germane Cognitive Load.”

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Beyond the keynote sessions, the symposium became even more dynamic through a series of parallel research presentations. The forum provided a platform for researchers and emerging scholars to present their latest findings across three major areas of study:

Parallel Research Presentation Sessions:

1. Cognitive Load Theory and Ethnomathematics
   By: Heru Sukoco, M.Pd. & Istiqomah, M.Sc.
2. Adding Motivational Prompts in Process vs. Product-Oriented Worked Examples
   By: Jean Gloria Kamara, S.Pd., Dhica Azzaqi Ariwijaya, S.Pd., & Hilda Widia Rita Hamid, S.Pd.
3. When Self-Explanation Becomes a Source of Extraneous Cognitive Load
   By: Muhammad Iqbal, Juyus Muhammad Asidiqi, Fina Sekarsari, & Muhammad Luthfi Wildani

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The symposium did not stop at research presentations. During the transitions between sessions, participants were invited to explore the ICCLR Research Poster Exhibition, which showcased a range of prototypes and innovative instructional design works grounded in Cognitive Load Theory. Participants were not merely visual observers; they also had the opportunity to engage directly with the researchers and explore the methodological foundations underlying each research project.

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The exhibition served as an effective melting pot for academic exchange, sparking cross-disciplinary research ideas while fostering organic collaboration and networking among academics from diverse institutional backgrounds.

Overall, the fifth ICCLR symposium is expected to contribute to a renewed understanding of human cognitive architecture among educators. More than a celebration of academic achievement, the ICCLR symposium represents a concrete commitment by FMIPA UNY to advancing precise, practical, and relevant instructional design innovations capable of addressing the challenges of future education.