Understanding Cognitive Load Theory
Cognitive Load Theory (CLT) founded by UNSW Professor John Sweller, is an experimentally based instructional theory based on how our brain acquires new information which can be stored and used to govern subsequent action. When dealing with biologically secondary information which we have not specifically evolved to acquire such as learning to read, the theory emphasizes the importance of managing our working memory's limited capacity and duration to enhance learning. Once information has been processed in working memory and stored in long term memory, a person goes from a slow, effortful, and error prone problem solver who relies heavily on a limited working memory, to a faster, more reliable and accurate problem solver who can rely on information stored in a vast long-term memory.
The evidence from extensive experimental research shows that instructional materials and teaching methods should be designed to optimize the cognitive load experienced by learners to facilitate the transfer of information to long-term memory.
Cognitive Load Theory’s experimental research shows that any subject area that humans have not specifically evolved to learn, requires explicit instruction for efficient learning. This means that all the information a student needs to learn something is provided in a way that minimizes unnecessary working memory load and maximizes transfer of information to long-term memory.
Types of Cognitive Load
Intrinsic Load: This is associated with the inherent complexity of the subject matter and varies according to the learner's existing knowledge. Intrinsic cognitive load needs to be optimised.
Extraneous Load: This unnecessary cognitive load is created by how information is presented rather than the complexity of the content itself. Extraneous cognitive load needs to be reduced.
Cognitive Load Theory Effects
These effects offer designers of educational software guidelines for the design of efficient and effective processes with high learning outcomes. All effects either optimize intrinsic load or reduce extraneous load.
- The Redundancy Effect: Avoiding the presentation of the same information simultaneously in multiple formats can prevent unnecessary extraneous cogtive load and support better learning outcomes. The addition of any irrelevant information such as cartoons or music has nithe same effect.
- The Split-Attention Effect :Information that needs to be understood together should be integrated into a single format to facilitate easier learning. For example, in a geometric diagram, if learners must search for the location of Angle ABC, an extraneous cognitive load will be imposed in comparison to an integrated statement and diagram.
- The Worked-Example Effect: Demonstrating step-by-step solutions to problems reduces extraneous cognitive load compared to solving a problem oneself.
- The Modality Effect: Requiring learners to both look at a diagram and read text may overload the visual channel compared to looking at a diagram and listening to text.
- The Expertise Reversal Effect: Instructional strategies should evolve as learners' expertise grows. For example, instruction should shift from guided examples to problem-solving tasks with increasing expertise. Similarly, information that is essential for novices may be redundant for more expert learners and may need removing.
- The Element Interactivity Effect: Extraneous cognitive load theory effects are more likely with information consisting of elements that interact with each other due to a high intrinsic cognitive load rather than consisting of independent elements that can be learned in isolation.
- The Imagination Effect: Encouraging learners to imagine the application of concepts rather than restudy them can enhance understanding and retention. Imagining multiple elements increases intrinsic cognitive load and so if element interactivity is too high, imagining rather than re-studying will have a negative effect due to the expertise reversal effect.
- The Goal-Free Effect: Providing learners with open-ended problems such as, for example, calculating the value of as many variables as possible, reduces unnecessary cognitive load by eliminating problem-solving strategies that impose a high cognitive load.
- The Completion Effect: Partially completed problems can guide learners through the learning process, offering a balance between guided instruction and active problem-solving.
- The Variability Effect: Exposure to a wide range of problem types and contexts builds flexible knowledge and application skills. The effect only occurs if sufficient working memory capacity is available to allow the increase of intrinsic cognitive load associated with this effect. If sufficient working memory capacity is unavailable, a reverse effect will be obtained.
- The Transient Information Effect: Some forms of information such as spoken text or animations are transient and so can unnecessarily increase extraneous cognitive load. Element interactivity must be sufficiently low to allow transient forms of information presentation to be effective.
