Cognitive Load Theory: Learning & Instructional Design

How do we process new information and construct knowledge in our brains? What does “working memory” have to do with learning? What is cognitive load theory and how does it inform the design of learning experiences and educational materials?

Cognitive load theory (CLT) is a theory of learning that is based on what we know about how learners process new information in working memory and construct knowledge in long-term memory. In this basic primer, we describe the underlying assumptions of CLT about how people learn: the limited capacity assumption, the active processing assumption, and the dual channel assumption.

We discuss the central concept of cognitive load - the “processing demands” placed on a learner in the context of the limitations of working memory – and differentiate three types of cognitive load (Sweller, 1994, 1999). In designing lesson plans, our goal is to make the cognitive processes associated with learning as efficient as possible by reducing extraneous cognitive load and managing intrinsic and germane cognitive load.

This brief tutorial is part of a series on Building Multimedia Learning Experiences produced by the CHDS Media Hub intended to provide short summaries and/or actionable tips for multimodal teaching and learning.