Cognitive Load theory
“Cognitive load theory (CLT) is an instructional theory developed to coordinate instructional design and learning procedures with human cognitive architecture” (Kalyuga, S., & Tzu-Chien, L. 2015, p. 1). This theory refers to the mount of mental effort being used in the working memory. For this purpose, instructional designers need to be aware of the content and multimedia being utilized. The e-learning environment should let the learners being able to retain the information for the future use.
There are three types of cognitive load: intrinsic, extraneous, and germane. Intrinsic cognitive load is the effort associated with a specific topic. Extraneous cognitive load refers to the way information or tasks are presented to a learner. Germane cognitive load refers to the work put into creating a permanent store of knowledge, or a schema (Pappas, 2014).
In order to transfer the information from the working memory to long-term memory, we need to reduce the three types of cognitive load (Pappas, 2014). We need to reduce unnecessary information. Make everything clear to the readers. Make guidelines for users on how they can use the website. Using different techniques such using images, videos, audios. Make segments between the content and make it easy to read.
References
Kalyuga, S., & Tzu-Chien, L. (2015). Guest Editorial: Managing Cognitive Load in Technology-Based Learning Environments. Journal Of Educational Technology & Society, 18
Pappas, C. (2014, February 5). Cognitive Load Theory And Instructional Design. Retrieved from http://elearningindustry.com/cognitive-load-theory-and-instructional-design
© 2015 by Alaa
