Cognitive Load Theory: working-memory limits, human cognitive architecture, and three load types¶

Theory · All theories
Evidence · 6 claims (6 for) · 7 studies (5 causal, 1 quant-synthesis, 1 associational), q2–q3 · 1 of 7 report an effect size · 5 claims rest on one study

Description¶

The article presents Cognitive Load Theory as a psychological theory from cognitive science, originated by John Sweller in the late 1980s, explaining how the design of learning materials affects learning given limited working memory. It rests on three suppositions: working memory is limited in capacity and duration, long-term memory is effectively unlimited and stores knowledge as "schemas", and the load imposed during instruction can be adjusted. Instructions impose three kinds of load: intrinsic (inherent difficulty and element interactivity), extraneous (load from poor design or irrelevant material), and germane (beneficial load devoted to learning).

Design Implications¶

Context¶

Requirements¶

• Instructional design must consider the characteristics of the human cognitive system for materials to be efficient

Constraints¶

• The article notes CLT had not been extensively researched in the Algerian context at the time of writing

Target Learners¶

• university foreign-language (EFL) students

Target Learning Objectives¶

• designing instruction that fits working memory limits and avoids cognitive overload

Claims¶

• Algerian university teachers of English lack sufficient knowledge of cognitive load theory [+W]
• Only a minority of self-reported CLT-familiar teachers could identify the three types of cognitive load [+W]
• Most surveyed teachers report accounting for learner prior knowledge and material complexity in instructional design [+W]
• Most surveyed Algerian university teachers of English (61.9%) report presenting words and corresponding graphics simultaneously [+W]
• Despite ignorance of CLT, surveyed teachers report using some of its principles when designing instructions [+W]
• Decorative Illustrations Do Not Improve Learning [+M]

Related Theories¶

• Cognitive Load Theory
• Information Processing Theory
• Element interactivity as the CLT criterion of subject complexity

Examples¶

• Manage the three load types: reduce extraneous load, optimize intrinsic load, and increase germane load
• Chunking Text
• Chunking to Reduce Working Memory Load
• Weeding
• Chunk Directions
• Present information in a manner that encourages learner activities that optimize intellectual performance

Key Sources¶

• Houichi, A., & Sarnou, D. (2020). Cognitive Load Theory and its Relation to Instructional Design: Perspectives of Some Algerian University Teachers of English. Arab World English Journal. https://dx.doi.org/10.24093/awej/vol11no4.8