Cognitive Load Theory
In Cognitive load theory (CLT) there are two main
constructs of interest, cognitive load and
learning. CLT was developed to explain the effects of
instructional design on these two constructs (Plass, Moreno,
and Brünken, 2010, p. 9).
Techniques for Reducing Intrinsic Cognitive Load
- Modality Off-loading (Mayer, R. E., 2009. Multimedia
learning (2nd edition). Cambridge: Cambridge University
Press, p. 201)
- Segmenting
- Pretraining
- Weeding
- Signaling
- Aligning
- Eliminating Redundancy
- Synchronizing
- Individualizing
Cognitive Load Theory (CLT) is one of the most
influential theories in instructional design (Plass, Moreno,
Brünken, 2010, p. i).
"The objective of CLT is to predict learning outcomes by
taking into consideration the capabilities and limitations
of the human cognitive architecture" (Plass, Moreno, Brüken,
2010, p. 1).
The notion the the human cognitive architecture should be
a major consideration when choosing or designing
instructional methods for meaningful learning of complex
tasks is central to the Cognitive Load Theory (CLT; Paas,
Renkl, & Sweller, 2003; Sweller, 1998; Sweller, van Merriënboer, & Paas, 1998; van Merriënboer & Sweller, 2005)
[from Plass, Moreno, & Brunken, 2010, p. 111].
"CLT assumes that if individuals are to learn effectively
in a learning environment, the architecture of their
cognitive system, the learning environment, and interactions
between both must be understood, accommodated, and aligned"
(Plass, Moreno,
Brünken, 2010, p.111).
"[C]omplex learning . . . deals with learning to
coordinate separate skills that constitute real-life
task performance" (Plass, Moreno,
Brünken, 2010, p.109).
"Effective performance relies on the integration
of skills, knowledge, and attitudes, where for instance,
complex knowledge structures are underlying problem solving
and reasoning skills and particular attitudes are are
critical to interpersonal skills or to performing safety
procedures" (Plass, Moreno, Brünken, 2010, p. 109).
"Moreover, complex learning requires differentiation
by recognizing qualitative differences among the task
characteristics that influence the constituent skills that
have to be applied (Plass, Moreno,
Brünken, 2010, p. 109).
"According to CLT, well-chosen or well designed
instructional methods should decrease
[emphasis added] the load that is not necessary for learning
(i.e., extraneous load, typically resulting from badly
designed instruction . . . ) and optimize
[emphasis added] the load that directly contributes to
learning (i.e., germane load), within the limits of total
available capacity to prevent cognitive overload" Plass, Moreno,
Brünken, 2010, p. 111).
Non-recurrent skills: skills which are performed in a
variable way (Plass, Moreno,
Brünken, 2010, p. 109).
Recurrent skills: skills that are performed in a highly
consistent way (Plass, Moreno,
Brünken, 2010, p. 109).
- Practice variability
- blocked practice - one version of a task is
repeatedly practiced before another version of the
task is introduced.
- random practice - all versions of the task are
mixed and practiced in random order.
- Limited Guidance
- Delayed Feedback
The Transfer Paradox
Elaboration Theory