Question 2
Introduction
An instructional design approach called Cognitive Load Theory (CLT) focuses on how the
human brain processes, stores, analyses, and retrieves information. CLT, which has its roots
in the psychology of learning, provides teachers with insightful information that helps them
optimize their teaching methods by taking into account the brain's cognitive abilities. (Paul
Main, 2022)
At the foundation of CLT is the concept that the human brain has limited memory resources,
notably inside working memory. When processing a lot of new or complicated information,
this working memory can quickly become overloaded, which impairs understanding and
recall. Teachers can improve learning experiences and avoid cognitive overload by creating
classes that take these constraints into consideration. When scaffolding complex subject
matter, for example, teachers might better focus on key topics by making a distinction
between primary and secondary knowledge. (Paul Main, 2022)
In this essay, we will discuss in detail the cognitive load theory and differentiate between the
three types of cognitive load, as well as apply the knowledge of cognitive load to teaching
practice, giving clear examples of how to use the understanding of cognitive load in
delivering effective lessons.
Body
Three categories of cognitive burden are distinguished by CLT: intrinsic, extraneous, and
germane. Extraneous load results from badly thought-out teaching strategies, whereas
intrinsic load is related to the subject matter's inherent complexity. However, the desired
mental effort that students put forth to create schemas in long-term memory and meaningful
connections is known as Germane load. Good teaching practices ensure that students can
concentrate on processing and integrating new material by minimizing irrelevant load and
maximizing germane load. (Sweller, J., 2010).
Intrinsic Load
Intrinsic load is a measure of the learning task's inherent complexity, which is primarily
caused by prior knowledge of the subject. In the real world, it is a difficult notion to
comprehend. According to Sweller Et Al, the only ways to lessen the intrinsic cognitive load
are to change the type of learning materials, cognitive activities, or the learning process
itself. (Sweller, J., 2010).
Intrinsic load can be reduced by;
Simplify: Divide difficult jobs into smaller, easier-to-manage steps.
Provide scaffolding: As students gain proficiency, progressively lessen the amount of support
and direction they get.
Employ Visual Aids: To make difficult information easier to understand, use charts, diagrams,
and other visual aids.
First, the fundamentals: Start with fundamental ideas and work your way up to more intricate
content. (Sweller, J., 2010).
Below are some examples that teachers can use to reduce intrinsic load:
Use visual aids such as pie charts or fraction bars to illustrate fractions and show how they
relate to actual objects like cakes or pizza while teaching them. Analogies and examples
help make abstract ideas more approachable and simpler to comprehend. They assist
students in making connections between new material and their preexisting schema and
knowledge. (CESE,2018)
Another example: Examine learners' past knowledge and abilities before presenting a new
idea. For instance, make sure pupils have a firm grasp of fundamental mathematics before
teaching algebra. Tailoring the complexity of the material to the learners' existing knowledge
prevents overloading their working memory and allows them to focus on learning the new
material. (CESE,2018)
Extraneous Load
Extraneous load is a type of load that is produced by the presentation of instructional
materials and hinders the learning process. The type of task, whether the student struggles
with attention, the attentional demands of the activity, etc., are some of the elements that can
determine whether the extraneous load is increased or decreased. When someone is
attempting to study but is distracted by loud music or passing traffic, this is an example of
extraneous memory load. Since these sounds make it difficult to finish cognitive tasks, they
are regarded as a superfluous load. (Paul Main, 2022)
Examples,
Cluttered materials include a textbook with a lot of unnecessary pictures, small type, and
dense content. (Rachael Cattrall, 2024)
Unclear instructions, Instructions that are too difficult to understand, or that are poorly
written. (Rachael Cattrall, 2024)
Excessive pop-ups, adverts, and erratic navigation on websites or articles can make it
challenging to locate the material. (Rachael Cattrall, 2024)
Irrelevant material, unnecessary specifics, digressions, or anecdotes that detract from the
primary learning objective. (Rachael Cattrall, 2024)
Split-attention, when information is delivered in two or more ways, such as orally and
visually, and students must alternate between them. (Rachael Cattrall, 2024)
Below are some examples that teachers can use to reduce extraneous load:
Overloaded Slides: Use several slides with succinct ideas rather than cramming too much
information onto one. Divide intricate diagrams into more manageable forms, emphasizing
only the most important components. (Paul Main, 2022)
Complex Diagrams: Instead of presenting pupils with a cluttered diagram, present it
gradually, emphasizing important components and calling attention to them with colour
coding or arrows. (Paul Main, 2022)
Noise: Make sure there are as few talks or other distractions as possible in the classroom to
prevent pupils from being distracted from the lesson. (Paul Main, 2022)
Task design: Verify that the assignments students are doing have a direct connection to the
learning goals. Don't include unnecessary details that can divert their attention. (Paul Main,
2022)
Long-winded explanations: Provide succinct, targeted explanations in plain language rather
than digressing. Steer clear of technical terms and jargon. (Paul Main, 2022)
Split-attention: Avoid dividing students' attention and adding to their cognitive burden by
delivering information in many places (e.g., a verbal explanation and a complex image).
(Paul Main, 2022)
Chunking: Break up complex information into manageable chunks. As a result, students find
it simpler to understand and retain. (Paul Main, 2022)
By putting these ideas into practice, you may drastically cut down on unnecessary cognitive
load, which will help students concentrate on the important learning goals and enhance their
learning outcomes. (Effortful educator, 2017)
Germane Load
Germane Load comprises the elements that support information processing and promote the
long-term development of schemas. Germane load is commonly demonstrated by the
creation of flowcharts and diagrams to carry out intricate operations. The Germane
materials' methodical arrangement facilitates and aids in remembering difficult concepts.
Key Features of Germane Load:
Positive and beneficial: The "good load" that improves learning and memory retention.
(Medical College of Wisconsin, 2022)
Deep processing entails actively considering and relating new information to what is already
known. (Medical College of Wisconsin, 2022)
Schema construction: Assists students in creating and fortifying their conceptual frameworks.
(Medical College of Wisconsin, 2022)
Long-term retention: Over time, improved comprehension and recall are the result of deep
processing and schema formation. (Medical College of Wisconsin, 2022)
According to the Medical College of Wisconsin, the mental work that converts unprocessed
data into knowledge and long-lasting memory is essentially known as the relevant load.
Conclusion
Cognitive load can either be beneficial or harmful to learning, depending on its type.
Therefore, to have a successful learning process, one needs to:
Manage intrinsic cognitive burden, maximize extraneous cognitive load, and encourage
germane cognitive load.
The idea of cognitive load can be used to enhance the training and learning processes of
students in both public and private institutions in order to produce significant learning
outcomes. According to the cognitive load idea, learning requires more effort from our brains
than usual. We must be able to retain information longer and process it more quickly. (Paul
Main, 2022)
This implies that there is a limit to how many things we can manage concurrently. Overload
occurs when we attempt to learn too much at once. When we are overwhelmed with the task
at hand and inundated with information, overload occurs. Stress results from overload. We
become exhausted, agitated, and unable to focus while we are under stress. For students,
test failure. (Paul Main, 2022)
According to John Sweller's cognitive load theory, educators need to figure out how to
successfully control students' cognitive load in the classroom, because cognitive resources
are finite. By creating learning activities that complement students' cognitive architecture,
educators can adopt this notion. To properly assimilate new knowledge, rookie learners in
particular need clear teaching and less unnecessary burden. By using visual aids like charts
or diagrams, breaking down difficult concepts into smaller sections, and giving
straightforward, step-by-step instructions, teachers can assist new students.
References
Kalyuga, Slava. "Cognitive load theory: How many types of loads does it need?" Educational
psychology review 23 (2011): 1-19.
Korbach, Andreas, Roland Brünken, and Babette Park. "Differentiating different types of
cognitive load: A comparison of different measures." Educational Psychology Review 30.2
(2018): 503-529.
(Medical College of Wisconsin, 2022):
https://www.mcw.edu/-/media/MCW/Education/Academic-Affairs/OEI/Faculty-Quick-
Guides/Cognitive-Load-Theory.pdf
(Rachael Cattrall, 2024):https://educationendowmentfoundation.org.uk/news/eef-blog-rising-
to-the-challenge-working-with-intrinsic-load
(Paul Main, 2022): https://www.structural-learning.com/post/cognitive-load-theory-a-
teachers-guide
(Sweller, J., 2010):
https://www.learningscientists.org/blog/2023/7/6#:~:text=Intrinsic%20load%20describes
%20working%20memory,foods%20and%20methods%20of%20preparation.
CESE, 2018:
https://education.nsw.gov.au/content/dam/main-education/about-us/educational-data/cese/
2017-cognitive-load-theory-practice-guide.pdf
Medical College of Wisconsin, 2022:
https://www.mcw.edu/-/media/MCW/Education/Academic-Affairs/OEI/Faculty-Quick-
Guides/Cognitive-Load-Theory.pdf
Chandler, Paul, and John Sweller. "Cognitive load theory and the format of instruction."
Cognition and instruction 8.4 (1991): 293-332.
