Sweller
Cognitive Load Theory (sweller, 1998)
This theory posits that:
The theory identifies 3 types of cognitive load including:
- Learning will be negatively affected when a task is putting a strain on the limited capacity of the working memory
- The learning environment can be designed to optimize the cognitive functioning of the working memory
The theory identifies 3 types of cognitive load including:
- Intrinsic cognitive load - refers to the level of complexity of the information being presented.
- Extrinsic cognitive load - refers to the way in which information is presented to learners.
- Germane cognitive load - refers to creating the opportunity to create connections by integrating new information with preexisting knowledge.
guidelines for use
- Manage intrinsic load - Educators can support student's learning by breaking large topics into manageable chunks of information. This is especially important for new concepts which can be inherently difficult to process upon initial presentation.
- Reduce extraneous load - Instructional materials should be designed to reduce the load placed on the student's working memory. Simple, clear instructional materials that incorporate multimedia elements (e.g. text, audio, video, etc.) will reduce the cognitive load and can lead to better learning.
- Maximize germane load - Lessons should be designed that will encourage learners to make connections between new knowledge and preexisting knowledge. Educators can incorporating real-world situations into lessons to encourage this kind of thinking.
Contributors
John Sweller
References
Sweller, J., Van Merrienboer, J. J., & Paas, F. G. (1998). Cognitive architecture and instructional design. Educational psychology review, 10(3), 251-296.
Sweller, J., Van Merrienboer, J. J., & Paas, F. G. (1998). Cognitive architecture and instructional design. Educational psychology review, 10(3), 251-296.