Cognitive Load

Introduction

Cognitive Load Theory (CLT) is based on research that the part of the human brain that processes the input of information, working memory, can only deal with a limited amount of information at a time.  It was developed by John Sweller as he conducted studies on how we problem solve.  He maintained that using instructional design principles when creating learning materials can reduce cognitive load in learners.

There are three types of cognitive load defined by the theory:

  1. Intrinsic- the inherent level of difficulty of a subject.  This can be influenced by prior knowledge.
  2. Extraneous- the load generated by the way the material is presented.  This is where instructional design can help.
  3. Germane- the load or mental resources devoted to acquiring and building schemata in long-term memory.

It is extremely difficult if not impossible to reduce cognitive load completely.  The job of the instructional designer is to help faculty break down the material into logical chunks, sequencing the delivery and tasks, provide clear instructions for the learners, and follow the principles of design when using multimedia in the instruction.

The video and other resources in this chapter expands on this topic touching on how the human memory works and how we learn.

 

 

Handouts

 

References

Ayres, P., & Paas, F. (2012). Cognitive load theory: New directions and challenges. Applied Cognitive Psychology, 26(6), 827–832. https://doi.org/10.1002/acp.2882

Chandler, P., & Sweller, J. (2016). Cognitive load theory and the format of instruction. Cognition and Instruction, 8(4), 293–332. Retrieved from http://www.jstor.org/stable/3233596 REFERENCES

Clark, R. C., & Harrelson, G. L. (2002). Designing instruction that supports cognitive learning processes. Journal of Athletic Training, 37(4 suppl), S-152-S-159. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC164417/

Clark, R. C., Nguyen, F., & Sweller, J. (2006). Efficiency in learning: Evidence-based guidelines to manage cognitive load. Performance Improvement, 10(9), 325–326. https://doi.org/10.1002/pfi.4930450920

Fong, S. F., Lily, L. P. L., & Por, F. P. (2012). Reducing Cognitive Overload Among Students of Different Anxiety Levels Using Segmented Animation. Procedia – Social and Behavioral Sciences, 47, 1448–1456. https://doi.org/10.1016/j.sbspro.2012.06.841

Gog, T. Van, & Ericsson, K. A. (2005). Instructional design for advanced learners: Establishing connections between the theoretical frameworks of cognitive load and deliberate practice. Educational Technology, Research and Development. Retrieved from http://www.springerlink.com/index/Q813420202J4N811.pdf

Hasler, B. S., Kersten, B., & Sweller, J. (2007). Learner control, cognitive load and instructional animation. Applied Cognitive Psychology, 21(6), 713–729. https://doi.org/10.1002/acp.1345

Kirschner, P. A. (2002). Cognitive load theory: Implications of cognitive load theory on the design of learning. Learning and Instruction, 12(1), 1–10. https://doi.org/10.1016/S0959-4752(01)00014-7

Paas, F., & Ayres, P. (2014). Cognitive load theory: A broader view on the role of memory in learning and education. Educational Psychology Review, 26(2), 191–195. https://doi.org/10.1007/s10648-014-9263-5

Paas, F., Renkl, A., & Sweller, J. (2003). Cognitive load theory and instructional design: Recent developments. Educational Psychologist. Retrieved from http://www.tandfonline.com/doi/pdf/10.1207/S15326985EP3801_1

Pollock, E., Chandler, P., Sweller, J., Pollock, E., Chandler, P., & Sweller, J. (2002). Assimilating complex information. Learning and Instruction. https://doi.org/10.1016/S0959-4752(01)00016-0

Rey, G. D., & Buchwald, F. (2011). The expertise reversal effect: cognitive load and motivational explanations. Journal of Experimental Psychology: Applied, 17(1), 33–48. https://doi.org/10.1037/a0022243

Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and Instruction, 4(4), 295–312. https://doi.org/10.1016/0959-4752(94)90003-5

Sweller, J. (2005). Implications of Cognitive Load Theory for Multimedia Learning. The Cambridge Handbook of Multimedia Learning, 19–48. https://doi.org/10.1017/CBO9780511816819.003

Sweller, J. (2016). Working memory, long-term memory, and instructional design. Journal of Applied Research in Memory and Cognition, 5(4), 360–367. https://doi.org/10.1016/J.JARMAC.2015.12.002

Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory. Cognitive Load Theory, 1, 57–69. https://doi.org/10.1007/978-1-4419-8126-4

Sweller, J., van Merriënboer, J. J. G., & Paas, F. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10(3), 251–296. https://doi.org/10.1023/A:1022193728205

van Gog, T., Paas, F., & Sweller, J. (2010). Cognitive load theory: Advances in research on worked examples, animations, and cognitive load measurement. Educational Psychology Review. https://doi.org/10.1007/s10648-010-9145-4

van Merriënboer, J. J. G., & Sweller, J. (2005). Cognitive load theory and complex learning: Recent developments and future directions. Educational Psychology Review, 17(2), 147–177. https://doi.org/10.1007/s10648-005-3951-0

Weast, R. A., & Neiman, N. G. (2008). The effect of cognitive load and meaning on selective attention, 1477–1482.

 

License

Instructional Designer's Handbook Copyright © by Instructional Designers of Penn State. All Rights Reserved.

Share This Book