Cognitive load theory

Cognitive load theory is about maximising a student’s learning without overloading their working memory. Working memory refers to the brain’s capacity to access and work with limited amounts of information, and long-term memory refers to the brain's capacity to store and recall information over an extended period.[13] Research in cognitive load theory propose that the typical individual can retain four chunks of information in the working memory with some individual differences in that number.[14] If working memory is overwhelmed there is an increased chance that the learner may struggle to understand the material, leading to potential misinterpretation or confusion. Additionally, the information may not be effectively stored in long-term memory, which could hinder the learning process.[15]

Teaching recommendations using cognitive load research includes:

Worked example

A worked example is a problem that has been solved with each step explained clearly. Unsolved problems increase the load on the working memory of novice learners which in turn prevents the information from being transferred to the long-term memory.[16]

Expertise reversal

As the learners’ expertise increases, the worked example becomes less and less effective and eventually redundant. As learners gain expertise it is better to gradually incorporate independent problem-solving.[17]

Redundancy

Learning is hampered when learners limited working memory with presented with unnecessary or redundant content, such as presenting additional content not directly relevant to learning.[18]

Split attention

When learners have to process two or more sources of information simultaneously to understand the material, it overloads the working memory. This effect can be mitigated by physically integrating the sources of information so that the learners do not have to mentally integrate them.[19]

Modality

Modality is related to the split attention effect, wherein, instead of physically integrating sources of information, the information can be presented in two different modes, such as auditory and visual, which decreases the load on the working memory.[20]