1. COMPSCI 747 Cognitive Load Theory

2. Cognitive Load Theory John Sweller CAFÉ Toolkit
Dr Raina Mason

3. Model of memory Sensory memory is very short Working memory
0.5s for visual
3.0s for auditory
Working memory
10 – 15 s
Limited capacity
Long-term memory
Unlimited capacity and duration

4. Solve without using paper46
+ 37

5. Solve without using paper

6. Chunking Grouping information makes it easier to remember
  is easier than
Using meaning to group information makes it easier
Relating information to context makes it easier again

7. Attending to information
To be encoded to long-term memory, information must first be attended to, and processed by, working memory
Memorize the following rhyme:
Twinkle twinkle little star, how I wonder what you are.
Emus and elephants into the stew, rub turns your until it tummy blue.

8. Cognitive load Not about difficulty of task, but about “mental effort”
Depends on context, individual
Existing Schema

9. Element interactivity
Relationships between elements also take space in working memory
Example: Is the following statement true or false?
My fathers' brothers' grandfather is my grandfathers' brothers' father.

10. Offloading cognitive load

11. Kinds of Cognitive Load
Intrinsic
Due to the nature of the problem
Germane
Assimilation and accommodation of schemas
Extraneous
Imposed by the instructional material
Relevant to learning
Not relevant to learning

12. Effective learning
Low cognitive load provides opportunity for learning
When cognitive load exceeds our capacity, learning is ineffective
It may be possible to make learning more effective by reducing extraneous load

13. Principles Working memory is extremely limited.
Long term memory is essentially unlimited.
The process of learning requires working memory to be actively engaged in the comprehension of to-be-learnt content and the encoding of such content into long term memory as schemas.
If the resources of working memory are exceeded during processing then learning will be ineffective.

14. Implications for instructional design
Organise information based upon advance organisers to promote a suitable hierarchy to schemas.
Activate existing schemas.
Reduce extraneous cognitive load whenever practical.
Utilise mixed visual and audio instructional designs to expand working memory whenever practical.
Promote germane activities which increase intrinsic cognitive load whenever practical.
Ensure working memory is not exceeded by total cognitive load.
Cater for different levels of learner expertise.