Cognitive Load Theory John Sweller University of North Texas Lisa Otto

Cognitive Load Theory (CLT) What is CLT? Major theory providing a framework for investigations into cognitive processes and instructional design What does CLT suggests? Learning happens best when the conditions of learning are in alignment with cognitive architecture Cognitive architecture has profound instructional consequences. CLT is a mixture of human cognitive architecture and the instructional consequences that flow from that architecture (Plass, Moreno, & Brunken, 2010). CLT is a framework that is concerned with the development of instructional methods that efficiently use peoples limited cognitive processing capacity to stimulate their ability to apply acquired knowledge and skill to new or novel situations. The central notion of CLT is: Working memory architecture and the limitations of working memory should be a major consideration when designing instruction https://www.youtube.com/watc h?v=mBmFqwgtQBY

Human Cognition Human cognition is a natural information processing system that creates human cognitive architecture Create novel information Store the information for subsequent use Disseminate the information indefinitely over space and time https://www.youtube.com/wat ch?v=Eeg4cHbzyG0&t=312s

Human Cognition Limitations Short Retention No Limits Working Memory Limitations Short Retention Long-Term Memory No Limits Permanent Retention Schema Cognitive Constructs Automation There are 3 functions of human cognition Working memory All conscious cognitive processing occurs Working memory alone only permits trivial human cognitive activities Can handle a limited number of possibly no more than 2-3 new interacting element 2. Long-Term Memory Provides humans the ability to vastly expand the processing ability Can contain vast numbers of schema 3. Schema Cognitive constructs Incorporate multiple elements of information into a single element Automation can occur Most important learning process for developing the ability to transfer acquired knowledge and skill are schema construction and automation What are schema? Cognitive constructs that incorporate multiple elements of information into a single element with a specific function https://www.youtube.com/w atch?v=9ZcjWzXTHng

Human Cognition Categories of Human Knowledge Biological Primary Knowledge Relevant knowledge humans have evolved to acquire over generations Knowledge gained effortlessly, unconsciously, and without external motivation, simply by membership in a human society Examples: Problem solving techniques, recognizing faces, engaging in social relation, and communicating in the native language Secondary Knowledge Everything taught in a educational institutions Culturally dependent, acquired consciously and requires mental effort, not learned through immersion in a functioning society Examples: Reading & writing CLT and instructional design applies to biologically secondary knowledge https://www.youtube.com/watch?v=zfaM3Pkrmgw

Human Cognition Categories of Human Knowledge Cognitive load theory and instructional design applies to which type of human knowledge? Biological secondary knowledge or the knowledge dealt with in educational institutions CLT does not apply to biological primary knowledge or knowledge humans have specifically evolved to acquire

Human Cognition Principles of Information Processing 5 Principles characterize human cognition and govern the functions and processes Long-Term Memory and the Information store principle Schema Theory and the Borrowing and reorganizing principle Problem solving and the Randomness as genesis principle Novice working memory and the Narrow limits of change principle Expert working memory and the Environment organizing and linking principle Together the 5 principles are a self-perpetuating, integrated, information processing system Derived from evolutionary theory The link with biological evolution establishes a connection between the human cognitive system and human biology

Human Cognition Principles of Information Processing Human cognition includes a large store of information that governs the bulk of its activity Long-term memory is the central structure of human cognition, developed slowly Long –term memory provides this function Long-term memory includes problem solving strategies and thought Instructional Design The major function of instruction is to alter the information held in long-term memory Learning is defined as a change in long-term memory Effectiveness of proposed instructional techniques is grounded in the changes in long-term memory resulting from the techniques Each principle has instructional design consequences The primary driver of activity of human of human cognition is its large store of information held in long-term memory. Long-term memory is not simply a repository of isolated, near random facts Long-term memory is the central structure of human cognition and developed slowly Long term memory is a central component of problem solving and thought Long-term memory is essential to problem solving Example Chess is a game that requires the most sophisticated human cognitive processes (game of problem solving and thought) Through research it has been found that the only difference between chess masters and less able players was in their memory of chess-board configurations taken from real games. This established the central importance of long-term memory to cognition. It is expected that similar results obtained using the game of chess are also obtained in other more relevant educational areas It is estimated that chess grand masters have learned to recognize many tens of thousands of the board configurations that are required for their level of competence Long-term memory holds massive amounts of information to support and permit adequate levels of performance in various areas in which an individual is competent Long-Term Memory: Information store principle

Human Cognition Principles of Information Processing Almost all the information held in long-term memory has been learned from others or borrowed from the long- term memory of other people Information obtained by: Imitating Listening Reading People do not remember exactly what was heard or seen but construct a representation of the knowledge in the long-term memory Schema treats multiple elements of information as a single element according to how it will be used Instructional Design Communicate knowledge in educational context through Observing Listening Reading Explains how most of the information found in any individual’s long-term memory is acquired Suggests that the bulk of human knowledge is learned from others than discovered by problem solving or other similar processes Copy other people Listen to what other people say Reading what other people have written Learned information is maintained by transmitting it among people indefinitely. But, transmission is rarely exact. Beneficial changes are retained. Non-beneficial changes are not. People constructing knowledge engage in constructing knowledge in their long-term memories by the processes of copying, listening, or reading (including diagrams) Schema construction provides us with a learning mechanism; therefore learning includes the construction of schemas Learning also includes automation of schemas Automation occurs when knowledge is processes unconsciously rather than consciously in working memory Example A chess master has schemas that that allow the classifying of chess-board configurations according to the moves required Schema Theory: Borrowing and reorganizing principle

Human Cognition Principles of Information Processing Source of human creativity Random generation followed by tests of effectiveness provide Initial source for the generation of all information held in long-term memory Used when the solution to a problem is not in long-term memory Effectiveness of the solution cannot be determined prior to trying the solution Instructional Design Teaching and instructional design can assist in the accumulation of knowledge held in long-term memory A device for combining and communication information. Does not generate new information Example: When a person is solving a problem to which he/she does not know the answer. There is random generation of moves followed by tests of the effectiveness of those moves Problem solving : Randomness as genesis principle

Human Cognition Principles of Information Processing All effective changes to long-term memory occur slowly and incrementally Capacity limitations of working memory when dealing with novel information demonstrates this principle: Instructional Design Designs that take into account limited capacity & limited duration in the narrow limits of change are more likely to promote the transfer of information to long-term memory Novice working memory: Narrow limits of change principle

Human Cognition Principles of Information Processing Unlimited amounts of organized information from long-term memory can be used by working memory to determine interactions with the external world Instructional Design Present novel information structured to the narrow limits of change principle to Reduce unnecessary working memory load Facilitate change in long-term memory This facilitates: Complex actions through the environment organizing & linking principle Expert working memory: Environment organizing and linking principle

Cognitive Load Theory Explains the relation between the human cognitive architecture, instructional design, and learning. Main constructs Cognitive load Learning

Cognitive Load Theory Constructs What is cognitive load? Multidimensional construct representing the load that performing a particular task imposes on the learner’s cognitive system Major Factor in determining success of an instructional intervention

Cognitive Load Theory Categories of Cognitive load All instructional material imposes a cognitive load that can be divided into 3 categories Intrinsic Extraneous Germane Additive and determine total cognitive load Novel information must first be processed by working memory Working memory is limited Germane cognitive load is dependent on intrinsic cognitive load Schematic knowledge in long-term memory is a function of instruction Extraneous and Germane are affected by instructional design Recently it is thought that intrinsic cognitive load may be affected by instructional design Splitting the task Use informal previous knowledge https://www.youtube.com/watch ?v=4kF9RIcx1OE

Cognitive Load Theory Categories of Cognitive load Intrinsic Determined by the interaction between the nature of the material being learned and the expertise of the learner Complexity of material Extraneous Extra load beyond the intrinsic load resulting from mainly poorly designed instruction Load on working memory that is unrelated to the learning task Distraction to the learning process How material is presented Germane Load related to processes that contribute to or support the construction and automation of schemas Mental effort to create connections to existing knowledge and connections between novel information Intrinisic load reduce by Splitting the task Use informal previous knowledge. Extraneous load reduce by Use diagrams Use worked out examples Using images and explanation in a teachers own words Germane load reduced by Scaffolding Sequencing rehearsing Teacher Goal Minimize intrinsic load Minimize extraneous load Maximize germane load– create new connections to ideas and store the information in long-term memory https://www.youtube.com/ watch?v=wGzE2Pg6CYQ

Cognitive Load Theory Categories of Cognitive load John Sweller Choosing the best instructional design or presentation form Verbal versus Spatial The Square! https://www.youtube.com/ watch?v=wGzE2Pg6CYQ

Cognitive Load Theory Categories of Cognitive load What if the cognitive load (Intrinsic & extraneous combined) exceeds working memory? The capacity of information processing is compromised Learning is compromised What if the total working memory load is excessive? The chance of useful changes to long-term memory is reduced Learning is compromised Do not play video https://www.youtube.com/wat ch?v=pCOYCVBgQWQ&t=121s

Cognitive Load Theory Instructional Implications CLT focus is the instructional implications of the interaction between Information structures Cognitive architecture What imposes cognitive load Element interactivity Manner in which information is presented to learners Learning activities required of learners

Cognitive Load Theory Instructional Implications What causes extraneous or ineffective cognitive load? Instructional procedures that require learners to engage in: Searching for a solution to a problem Searching for referents in an explanation How does ineffective cognitive load effect learning? Working resources are being used for activities that are irrelevant to schema acquisition and automation Referents When part A of an explanation refers to part B and the part B is missing Meanings of words or symbols Teacher consideration will the student activities promote schema acquisition and automation?

Cognitive Load Theory Instructional Implications Instructional design of complex or challenging content Goal Maintain cognitive load of learner at a minimum level during the learning process

Cognitive Load Theory Instructional Applications Avoid means-ends approaches imposing heavy working memory load Implement worked examples Eliminate working memory load associated with the mental work of integrating several sources of information Physically integrate sources of information Using worked examples in lieu of solving the problem Earlies and best know technique for lowering cognitive load Role of worked problems evolves with expertise of the student Early stage of learning Intrinsic load is high Few schemas are available Interventions Learners should study instructions Intermediate stages of learning Schema formation has freed some working memory Increase germane load Learners study worked examples Use self explanations Final stages of learning Sufficient working memory to permit more problem solving Fading: fade sections of the worked problem until learners can work the entire problem

Cognitive Load Theory Instructional Applications Eliminate working memory load caused by the unnecessary processing of repetitive information Reduce redundancy Increase working memory capacity Use auditory and visual information for understanding (non-redundant) How do you optimize student learning Multimedia Learning- Richard Mayer (2001) Redundancy principle https://www.youtube.com/watch?v=hw2hi7D1ALE https://www.youtube.com/w atch?v=hw2hi7D1ALE

References Chandler, P., & Sweller, J. (1991). Cognitive load theory and the format of instruction. Cognition and instruction, 8 (4), 293-332. doi 10.1207/s1532690xci0804_2 Kearsley, G. (2017). The Theory Into Practice Database. Retrieved from http://InstructionalDesign.org Paas, J.L., Moreno, R., & Brunken, R., 1965 (2010). Cognitive load theory. Cambridge New York, Cambridge University Press.

References Paas, F, Renkl, A. & Sweller, J. (2003). Cognitive load theory and instructional design: Recent developments. Educational Psychologist, 38 (1), 1-4, doi 10.1207?SI5326985EP3801_1 Paas, F, Tuovinen, J.E., Tabbers, H., & Van Gerven, Pascal W.M. (2003). Cognitive load measurement as a means to advance cognitive load theory. Educational Psychologist, 38 (1), 63- 71.