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Cognitive load theory is a cognitivist learning theory introduced in mid-1980s by John Sweller, an Australian educational psychologist. The key aspects of this theory are the characteristics and relations between long-term memory and working memory, and how load on cognitive system affects learning. It is clear that learning will be best under conditions that are set according to human cognitive architecture which is why the implications of principles and properties of this architecture are object of specific interest in this theory. In Sweller's words,
Sweller in his theory recognizes Information processing theory introduced in 1950s by George Miller and findings that human working memory has a very limited duration2) and capacity of 7±23) or even as little as 4±1 elements4). This number is further reduced to just two or three if some manipulations with those elements have to be performed5). He suggests that there are evolutionary reasons for that and that such working memory could be even more efficient than a bigger one.6)
Learning is according to Sweller an alteration in the long-term memory, which in humans has practically unlimited capacity7). That capacity is used to store knowledge in schematic forms, where schemata, according to Sweller represent
Importance of the working memory in the learning process is that in order to reach long-term memory storage, information first has to be retrieved and processed by the working memory. After acquiring a new schema (verbal, pictorial, spoken or written9)), it can be further extended and improved by practice and finally automated (for example operation of reading). If a schema is automated, conscious effort needed to perform a task related to it will be decreased.10)
According to the cognitive load theory, during the process of learning, a cognitive load is imposed on the working memory. For learning to be efficient, the amount of cognitive load imposed must not exceed the capacity available. Cognitive load theory sugggests three types of cognitive load11):
Cognitive load types are additive.14) That means the reduction of extraneous cognitive load may allow an increase in germane cognitive load. Also, if intrinsic cognitive load is rather low (information to learn is not complicated), it can be learned even though extraneous cognitive load is rather high (learning material is badly designed).
One of the problems related to cognitive load theory is measuring of cognitive load. The most commonly used method is a one item questionnaire. In the original questionnaire introduced by Fred Paas in which learners mark their “perceived amount of mental effort” on a 1 to 9 scale with extreme values labeled “very, very low mental effort” and “very, very high mental effort”.15) This is the most common way of measuring cognitive load, yet there is no standard form of questionnaire, nor labels or scale range, which makes results difficult to compare. Other methods include neuro-imaging techniques or physiological measures like heart rate variability or introducing a secondary task while learning, yet non of these provided satisfying results16).
Key concepts of Sweller's theory are human working and short-term memory characteristics which have to be considered during instructional design in order to reduce extraneous cognitive load. That will reduce cognitive load overall or enable increase in learners germane cognitive load. Both ways it should enable more successful learning.
Various ways of reducing extraneous cognitive load suggested so far are split-attention, modality, redundancy and expertise-reversal effects principles explained in the cognitive theory of multimedia learning section.
Aside from reducing extraneous load, learners should be encouraged to increase their germane load, which can be achieved with help of learning scaffolds, questions reminding them on the just learned content and practice materials. Instructional approaches successfully increasing germane load have shown to enhance learning17).
Although cognitive load theory is at this time one of the dominant learning theories, it is still criticized for a number of reasons. Conceptual problems with cognitive load theory include18):
Methodological problems with cognitive load theory include24):
Mayer, Richard E. The Cambridge handbook of multimedia learning. Cambridge University Press, 2005.
Theory into practise: Cognitive Load Theory (J. Sweller) Retrieved May 21, 2011.