Cognitive Load Theory

Cognitive Load Theory (CLT) is a theory in instructional design that seeks to understand the factors that affect how well individuals learn. It was developed by John Sweller in the 1980s and has since become one of the most influential theories in the field. CLT posits that there are three types of cognitive load: intrinsic load, extraneous load, and germane load.

Intrinsic Load

Intrinsic load refers to the amount of cognitive load that is inherent in the learning material itself. This includes factors such as the complexity of the material, the number of new concepts that are being introduced, and the amount of prior knowledge that the learner has. Intrinsic load cannot be reduced, but it can be managed by breaking down complex material into smaller chunks, providing examples and illustrations, and using analogies to help learners connect new concepts to their prior knowledge.

Extraneous Load

Extraneous load refers to the amount of cognitive load that is caused by the way in which the material is presented. This includes factors such as the clarity of the instructions, the organization of the material, and the use of visuals. Extraneous load can be reduced by using clear and concise language, by organizing the material in a logical way, and by using visuals to help learners understand the concepts. Intrinsic and extraneous load make up the total cognitive load, which refers to the sum of all cognitive load imposed on the learner.

Germane Load

Germane load refers to the amount of cognitive load that is used to build schemas, or mental representations of the material. This type of cognitive load is essential for learning, as it allows learners to organize and store new information in a way that makes it accessible for future use. Germane load can be increased by providing learners with opportunities to practice applying the new material to new situations, by providing feedback on their performance, and by encouraging them to reflect on their learning.

Implications for Instructional Design

CLT has a number of implications for instructional design. First, it suggests that instructors should strive to reduce extraneous load as much as possible. This can be done by using clear and concise language, by organizing the material in a logical way, and by using visuals to help learners understand the concepts. Second, CLT suggests that instructors should provide learners with opportunities to reduce germane load. This can be done by providing learners with opportunities to practice applying the new material to new situations, by providing feedback on their performance, and by encouraging them to reflect on their learning. Third, CLT suggests that instructors can surpass the limits of working memory and improve learning by segmenting content into smaller chunks and providing learners with several examples.

Benefits of Cognitive Load Theory

There are a number of benefits to using CLT in instructional design. First, CLT can help to improve learning outcomes. By reducing extraneous load and providing learners with opportunities to develop schemas, CLT can help learners to learn more effectively. Second, CLT can help to reduce cognitive overload. By understanding the factors that affect cognitive load, instructors can design instruction that is more manageable for learners. Third, CLT can help to make instruction more efficient. By reducing extraneous load and providing learners with opportunities to develop schemas, CLT can help learners to learn more quickly.

Online Courses

CLT is still a relatively new theory, and there is still much that we do not know about it. However, the research that has been done so far suggests that CLT has the potential to significantly improve instructional design. Many online courses and programs use CLT to help learners understand the factors that affect cognitive load, and to develop strategies for reducing cognitive overload. These courses can be a valuable resource for instructors who are interested in using CLT in their own teaching.