Understanding Cognitive Load Theory

Have you ever sat in a lecture, feeling overwhelmed by a flurry of new knowledge?

As the minutes pass, you find yourself lost, over-loaded and doubt seeps in – perhaps you were not meant to be here? Can you make sense of it all?

This is a phenomenon that is common amongst students across the country, regardless of age, experience, or even intellect.

Why does this happen?

This is where Cognitive Load Theory provides some answers. Essentially, it is the idea that, “cognitive capacity in working memory is limited, so that if a learning task requires too much capacity, learning will be hampered.”[i] The theory asserts that working memory is finite and short-term while long-term memory is infinite. Ultimately, our goal as educators is to transfer knowledge to long-term memory. This will allow students to draw on prior knowledge and reduces cognitive load. By considering this, we can optimise instructional design by managing the cognitive load imposed on learners, ensuring that the presentation of information aligns with their cognitive capabilities, facilitating effective learning and problem-solving.

The theory distinguishes three forms of cognitive load[ii]:

• Intrinsic cognitive load: the inherent difficulty of the material itself, which can be influenced by prior knowledge of the topic.
• Extraneous cognitive load: the load generated by the way the material is presented and which does not aid learning.
• Germane cognitive load: the elements that aid information processing and contribute to the development of ‘schemas’.

To be negligent of these components and what affects them results in curtailed recall, an inability to follow instructions, place-keeping errors, and task abandonment.[iii]

How can we reduce the load?

Simply put, intrinsic cognitive load can only be effectively reduced through:

1. expert knowledge about a particular subject, and
2. a breath of experience in teaching that content.

Through these two things, practitioners can then easily identify essential subject content and sequence teaching them. Through this, learning is optimised as content is presented in a palatable manner. The ideas pertaining to that subject does not therefore burden a student too early in the introduction of new learning.

Reducing extraneous cognitive load is contextual and depends on what factors a student is typically exposed to. In a classroom context, this may be the manner teachers present instructions. In a home environment, it may be the noise from a younger sibling when your child is trying to study. To reduce this then depends on the context we are addressing and the source of this extraneous load. For example, a teacher may give an excessive amount of worksheets to their pupils whilst talking at the same time, which may inadvertently generate excessive cognitive load and lead to working memory failures.

Cognitive Load Theory provides valuable insights into the challenges of information processing and learning. By understanding the limitations of working memory and the importance of transferring knowledge to long-term memory, educators can optimise instructional design and enhance student learning outcomes. Managing the three forms of cognitive load – intrinsic, extraneous, and germane – enables teachers to create a conducive learning environment that minimises unnecessary cognitive burden. Ultimately, by being acutely aware of these burdens, we can empower students to navigate new knowledge effectively.

Core Insights

• Cognitive Load Theory emphasises the importance of aligning instructional design with learners’ cognitive capacities to enhance learning and problem-solving outcomes.
• The theory categorises cognitive load into intrinsic, extraneous, and germane forms, highlighting the significance of managing these loads to prevent recall limitations and errors.
• By utilising expert knowledge in subject matter and addressing contextual factors that contribute to extraneous load, educators can create an optimal learning environment that empowers students to effectively process new information.

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[i] de Jong, T. (2010). Cognitive load theory, educational research, and instructional design: Some food for thought. Instructional Science, 38, 105–134. https://doi.org/10.1007/s11251-009-9110-0

[ii] Reese, D. D., Pawluk, D. T. V., Taylor, C. R. (2016). Chapter 6 – Engaging Learners Through Rational Design of Multisensory Effects. In Emotions and Technology, Emotions, Technology, and Design (pp. 103-127). Academic Press. https://doi.org/10.1016/B978-0-12-801872-9.00006-5

[iii] Gathercole, S. E., Alloway, T. P., Kirkwood, H. J., Elliott, J. G., Holmes, J., & Hilton, K. A. (2008). Attentional and executive function behaviours in children with poor working memory. Learning and Individual Differences, 18(2), 214-223.