Cognitive Load Theory
A theory that suggests learning is hampered when working memory capacity is exceeded.
Cognitive Load Theory (CLT) posits that human working memory is limited in capacity. Instructional design should therefore aim to reduce extraneous cognitive load (unnecessary distractions) to free up capacity for germane cognitive load (processing the actual information).
Types of Load
- Intrinsic: The inherent difficulty of the material.
- Extraneous: Load generated by the way information is presented (e.g., poor diagrams, confusing text).
- Germane: Load devoted to processing, construction, and automation of schemas.
Effective study tools minimize extraneous load to maximize learning efficiency.