Cognitive load theory: implications of cognitive load theory on the design of learning

Abstract

C ognitive load theory (CLT) can provide guidelines to assist in the presentation of information in a manner that encourages learner activities that optimise intellectual performance. It is based on a cognitive architecture that consists of a limited working memory, with partly independent processing units for visual and audio information, which interacts with an unlimited long-term memory. According to the theory, the limitations of working memory can be circumvented by coding multiple elements of information as one element in cognitive schemata, by automating rules, and by using more than one presentation modality. This special issue consists of six articles from four countries and three continents on the instructional implications of CLT. The articles cover presenting instructional techniques for increasing germane CL in studying worked examples (van Merriënboer, Schuurman, De Croock, & Paas), effects of example elaboration training on decreasing cognitive interference and overload (Stark, Mandl, Gruber, & Renkl), CLT-based instructional design when dealing with very high element interactivity material (Pollock, Chandler, & Sweller), effects of worked examples on CL in older learners (Van Gerven, Paas, & Schmidt), a cognitive theory of multimedia learning (Mayer & Moreno), and the use of external representations to help manage CL in Computer Supported Collaborative Learning environments (Van Bruggen, Kirschner, & Jochems).