Cognitive Load Theory
Cognitive load theory considers how the brain process and retains information and is the idea that individuals have a limited working/short-term memory. Working memory is an executive function critical to learning by processing and temporarily storing information during problem-solving and learning. When designing courses it is important to consider the impact of course design and instructional methods on cognitive load so students are not overloaded. Managing cognitive load impacts learning and directly relates to retention and retrieval of content in long term memory (Sweller, 1988).
Three types
Cognitive Load Theory identifies three types of cognitive load:
Intrinsic - The learning material or assessment is complex or unusual. Intrinsically high content requires more mental effort to understand and process.
Extraneous - Material or assessments are irrelevant/unnecessary, include complex explanations or instructions, or disorganized. The content is not aligned with the learning outcomes, increasing cognitive load and reducing opportunities to learn relevant information. For example, inconsistent course design, decorative visuals, or distracting content can increase extraneous cognitive load.
Germane - Coursework is related to the learning and integration of knowledge to long-term memory. Learning is constructive and meaningful to promote deeper understanding. Activities may include reflection, expanding of ideas, and problem-solving. Cognitive has a direct impact on the learner’s ability to focus on the important information.
Cognitive Load Theory (CLT) suggests effective learning occurs when instructional design minimizes extraneous cognitive load, manages intrinsic cognitive load, and maximizes germane cognitive load. Reduction of extraneous cognitive load, organized presentation of content, clear expectations, and scaffolding of instruction/activities allow learners to allocate cognitive resources, enabling focus on understanding and organizing new information leading to increased learning.
The basic idea of CLT is working memory can only hold so much information. When it is overloaded the processing of information is reduced and it is much more difficult to learn. If the focus is taken up by intrinsic and extraneous activities, meaningful learning (germane) is less likely to occur. When designing courses we can focus on reducing the extraneous cognitive load by providing clear instructions and expectations, removing unnecessary information, and intentionally designing courses with consistency and effectively presented content.
Strategies
Mayor and Moreno (2003) suggest the following strategies for faculty to consider regarding cognitive load.
Reduce extraneous material and emphasize essential information
Simplify instruction and provide examples if possible
Scaffold learning by breaking down large assessments and provide feedback
Limit onscreen text if graphics include narration
Include text next to pertinent graphics if not narrated
Break down information by segmenting or chunking
Provide some pre-training or preparatory materials
Personalize learning with an informal, conversational tone
