Cognitive Load Theory
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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.
