Embedded Files
Unmeasurable
Unmeasurable
Limitations include how there is no valid measure of cognitive load. We can not measure how much cognitive load students can take in. Therefore, we do not know what is too much for each student. As well, not all students are going to have the same cognitive load. Meaning, the amount of cognitive load we provide for some students may be too much or too little for other students. Since most class sizes have at least 30 students, this gets even more complicated as there is going to be a higher diversity of students with different cognitive loads when there are large class sizes.
Gender Differences
Gender Differences
"Recent updates to cognitive load theory suggest that evolutionary processes have shaped the way that working memory processes cultural and social information." (Paas and Sweller 2012; Sweller 2008; Sweller et. al. 2011). One limitation would therefore be the lack of research there is on how gender impacts our working memory based on evolutionary processes.
"There are well-documented physical differences in the brain of males and females such as cranial volume, and the percentage of gray and white matter." (Gur et. al 1999, Joel et. Al 2015). There is also evidence that points to differences in how "males and females process outside stimuli" so how does this "translate into differences in cognitive load levels in working memory"? (Bevilacqua).
Critique of Sweller
Critique of Sweller
Sweller says we should model less as students get older because it’s redundant to review information they already know…. But we think that all students regardless of age or expertise benefit from modeling and reviewing information.
Resources for limitations
Bevilacqua, A. (2017). Commentary: Should Gender Differences be Included in the Evolutionary Upgrade to Cognitive Load Theory? Educational Psychology Review, 29(1), 189–194. http://www.jstor.org/stable/44956370
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