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Cognitive Load Theory
Cognitive Load Theory, developed by John Sweller, explores the limitations of working memory’s capacity to hold a cognitive load and the effect it has on instruction. Based on the Information Processing Model, pictured below, Sweller identified the term “cognitive load,” which refers to the amount of data that the working memory can hold at once. If the working memory is at capacity in terms of cognitive load, then it does not have the ability to process any newly presented information and convert it into schema and to long-term memory. Because of this, instructors and instructional designers must be wary of who their learners are and the cognitive load that is being presented to them.
The level of learner, novice or expert, plays a key factor in Cognitive Load Theory. Experts have established schemas that help to extend their working memory, this means that they have a greater capacity for a cognitive load. On the other end of the spectrum, novices need to develop schema, thus their capacity for cognitive load is significantly lower.
Another crucial factor of Cognitive Load Theory is the way that material is presented. Research shows that visual and audio information is processed separately in the mind, thus by presenting material in a way that it is not competing with other material, the capability of the working memory can be extended.
For example, if a picture is presented with accompanying text, the picture and the text compete, creating a greater cognitive load. However, if the picture is accompanied by narration of the text instead, the mind can process both pieces of information more effectively. This is known as the Modality Effect.
By applying the findings of Sweller’s Cognitive Load Theory, instructors and instructional designers can create and present an effective learning experience for learners that maximizes the information that is stored in long term memory.
Resources
Mind Tools Content Team. (2018). Reviewed April 7, 2018. Cognitive load theory: Helping people learn
effectively. Mind Tools. Retrieved from https://www.mindtools.com/pages/article/cognitive-load-
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12, 257-285.
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