I made a short interactive visual novel inspired by the concept of Cognitive Load Theory. I chose to develop this artifact because it would help the learners learn about the Cognitive Load Theory basic concept in a fun and engaging way. I changed several things from the initial idea to suit the narrative better. The Cognitive Load Theory concepts are introduced subtly and implicitly. For example in the first room user will have to answer a puzzle about the character, this depicts the intrinsic load. The second room puzzles are about the items found in the previous room, this depicts the extrinsic load. The final room puzzle connects the information from the previous rooms, this depicts the germane load.

I made the interactive media with Genial.ly and I also used Canva to create the storyboard and Adobe Illustrator to edit the pictures.

After interacting with this visual novel, learners will be able to:

1. Identify the concept of Cognitive Load Theory.

2. Analyze the different types of cognitive load.

3. Evaluate the strategy to reduce cognitive load.

4. Explain the implication of the concepts in learning design.

5. Connect previously learned concepts with new concepts they will learn.

This artifact is designed by following these theories and principles:

1. Information Processing Theory: the artifact is chunked into smaller parts to help learners focus on processing each part.

2. Schema Theory: the artifact uses several previously learned concepts to strengthen recall.

3. Cognitive Load Theory: the artifact was developed with careful consideration of the human mind's limited capacity.

4. Cognitive Theory of Multimedia Learning - Multimedia Principle: the artifact uses both verbal and visual elements.

5. Cognitive Theory of Multimedia Learning - Coherence Principle: the artifact uses a simple design and concept relevant to the message.

6. Cognitive Theory of Multimedia Learning - Signaling Principle: the artifact uses visuals and audio emphasis and cues to highlight important parts.

7. Cognitive Theory of Multimedia Learning - Spatial Contiguity Principle: the artifact puts the visual and its corresponding explanation close to each other.

8. Cognitive Theory of Multimedia Learning - Segmenting Principle: the artifact presents the concepts in a segmented manner to not burden learners' cognitive load.

9. Cognitive Theory of Multimedia Learning - Personalization Principle: the artifact features a character explaining the narrative in first-person and conversational language.

10. Cognitive Theory of Multimedia Learning - Image Principle: the artifact uses animation and visuals to complement the narrative.

1. Martinez, M. E. (2010). Learning and Cognition: The Design of the Mind. Boston: Merrill.

2. Mayer, R. E. (2014). Cognitive theory of multimedia learning. In R. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (2nd ed., pp. 43–71). Cambridge: Cambridge University Press.