1. Cognitive Load Theory John Sweller
University of North Texas
Lisa Otto

2. 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
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3. 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
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4. 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
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5. 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

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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

12. 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

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

14. 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

15. 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
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16. 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
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17. Cognitive Load Theory Categories of Cognitive load
John Sweller
Choosing the best instructional design or presentation form
Verbal versus Spatial
The Square!
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18. 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
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19. 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

20. 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?

21. 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

22. 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

23. 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
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24. References
Chandler, P., & Sweller, J. (1991). Cognitive load theory and the format of instruction. Cognition and instruction, 8 (4), doi /s xci0804_2
Kearsley, G. (2017). The Theory Into Practice Database. Retrieved from
Paas, J.L., Moreno, R., & Brunken, R., (2010). Cognitive load theory. Cambridge New York, Cambridge University Press.

25. References
Paas, F, Renkl, A. & Sweller, J. (2003). Cognitive load theory and instructional design: Recent developments. Educational Psychologist, 38 (1), 1-4, doi ?SI EP3801_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),