What is cognitive load theory?
Cognitive load theory is a theory of how to design learning materials and instruction so that they work with, not against, the limited capacity of working memory. Australian educational psychologist John Sweller set out its core ideas in a 1988 paper. It is rooted in the information-processing tradition of cognitive theory.
- Meaning
- Instructional design based on working-memory limits
- Proposed by
- John Sweller (1988)
- Field
- Educational psychology, instructional design
- Key ideas
- Working memory, schemas in long-term memory, three types of load
The basic idea
New information is processed in working memory, which can handle only a few elements at once. Long-term memory, by contrast, can store a vast amount of knowledge. When that knowledge is organized into schemas, many elements can be handled as a single chunk, easing the load on working memory. Learning therefore aims to build and automate schemas, and instruction should avoid wasting working-memory capacity.
Three types of cognitive load
Sweller, van Merriënboer and Paas (1998) described three kinds of load.
| Type | Meaning | Example |
|---|---|---|
| Intrinsic load | Load from the complexity of the material itself | A chemical equation with many interacting concepts |
| Extraneous load | Unnecessary load caused by poor presentation | A textbook where diagrams and explanations are far apart |
| Germane load | Productive load devoted to building schemas | Comparing worked examples to find the underlying principle |
Good instruction reduces extraneous load and directs the freed capacity toward germane processing.
What the research shows
Why can solving lots of problems lead novices to learn less? Sweller (1988) argued that when novices solve problems by means-ends analysis, steadily reducing the difference between the current state and the goal, they may reach the answer, but their working memory is consumed by the search, which interferes with acquiring schemas for the problem’s structure. This led to the principle that worked examples, which show the solution step by step, are effective for novices.
Design principles
- Worked-example effect: have novices study solved examples before solving problems on their own.
- Split-attention effect: separating diagrams from their explanations forces learners to integrate them mentally. Place text right next to the relevant part of the diagram.
- Redundancy effect: presenting the same information twice, for example identical text and narration, can hinder learning.
- Expertise-reversal effect: guidance that helps novices can become unnecessary load for experts, so fade support as skill grows.
Students can break material into manageable parts and strengthen schemas through retrieval practice and spaced review. The theory also differs from constructivist learning theory on how much guidance novices need.
Frequently asked questions
- What is cognitive load theory?
- It is an educational psychology theory, proposed by John Sweller, about designing instruction to fit the limits of working memory.
- What are intrinsic, extraneous and germane load?
- Intrinsic load comes from the material’s complexity, extraneous load from poor presentation, and germane load is the productive effort of building schemas.
- How can students use cognitive load theory?
- Study worked examples first, keep diagrams and explanations together, break material into parts and use retrieval practice to build schemas.
References
- Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285. https://doi.org/10.1207/s15516709cog1202_4
- Sweller, J., van Merriënboer, J. J. G., & Paas, F. G. W. C. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10(3), 251–296. https://doi.org/10.1023/A:1022193728205