An overview on cognitive load theory and concepts of human-computer interaction

Abstract

With the ever-increasing complexity of e-learning environments, ideas from cognitive load theory (CLT) and human-computer interface (HCI) must be integrated (HCI). Both disciplines’ fundamental ideas were compared and contrasted. A search of the literature database "The Guide to Computing Literature" for the terms "cognitive load theory" and "Sweller" yielded no results. In the titles or abstracts of 65 articles, the term "cognitive burden" appeared. The terms intrinsic, extraneous, and relevant cognitive burden were verified in every article. CLT principles have been used to HCI, according to the review. The notion of relevant cognitive load, on the other hand, has received little attention until now. The authors offer two conceptual models. Extraneous cognitive load is divided into two types in the first model: burden generated by instructional design and load caused by software use. The approach explains the emphasis of current instructional design concepts drawn from CLT, as well as conventional usability considerations. The second model incorporates CLT ideas into user-centered design's fundamental components. When it comes to creating e-learning environments, the idea of relevant cognitive burden shows that increasing cognitive load may be beneficial. Future interdisciplinary research topics have been sketched out.