Cognitive Load Theory
Cognitive load theory has become a central consideration when creating lesson plans and structuring learning experiences. Dealing with the way that the human brain processes and stores information provides insights from an educational standpoint on how students learn. The theory was developed by John Sweller in 1988, outlining how to optimize working memory.
Working memory is where new information that students just learned is temporarily stored. Learning involves working memory, as new information needs to be run and processed through the working memory before it can be stored in long-term memory. And working memory comes with limitations. Working memory can only hold five to nine pieces of information at a time, even less if the material is complex or requires some manipulation. This idea is an acknowledgment of George Miller’s information processing theory. Working memory can only store information for a certain amount of time, about 30 seconds, without having to be prompted. These limitations are why an information overload can cause cognitive load and negatively impact learning.
This can help shape learning pathways by allowing for less strain on student’' working memory capacity, ensuring that the amount of new information presented does not exceed their ability to process it effectively. Extraneous cognitive load is the mental effort required to deal with information or procedures that do not directly contribute to learning the intended content, often due to instructional design that does not take into account the reduction of cognitive load. For example, when learning tasks are unnecessarily confusing or complex, or when there are distractions in the learning environment, the extraneous cognitive load increases, making it more difficult for students to focus on and process the core learning material. Intrinsic cognitive load is the difficulty of the task itself. More complex tasks cause more intrinsic cognitive load and are more challenging to master. If there are many different aspects to a task that students need to consider, there is more intrinsic cognitive load.
Germane cognitive load is work students do to process and store information in long-term memory. Optimizing germane load is how to help students effectively retain information. Systematic, nicely organized information is easy to retain and remember. Taking cognitive load into account can encourage instructors to break down complex topics into more manageable chunks, providing opportunities for active engagement and rehearsal and scaffolding information to gradually build upon prior knowledge.
