The Cognitive Load Theory
“A THEORY THAT FOCUSES THE LOAD ON
WORKING MEMORY DURING INSTRUCTION.”
JOHN SWELLER
Overview
 John Sweller’s paper, “Implications of Cognitive Load
Theory for Multimedia Learning” describes the human
cognitive architecture, and the need to apply sound
instructional design principles based on our knowledge
of the brain and memory. Sweller first describes the
different types of memory, and how both are interrelated,
because schemas held in long-term memory, acting as a
“central executive”, directly affect the manner in which
information is synthesized in working memory. Sweller
then explains that in the absence of schemas,
instructional guidance must provide a substitute for
learners to develop either own schemas.
Source: http://www.learning-theories.com/cognitive-load-theory-of-multimedia-learning-sweller.html
The Theory…
Sweller discusses, in his view, three types of cognitive load:
• extraneous cognitive load
• intrinsic cognitive load
•germane cognitive load
Intrinsic Cognitive Load
 First described by Chandler and Sweller, intrinsic
cognitive load is the idea that all instruction has an
inherent difficulty associated with it (for instance,
calculating 5+5). This inherent difficulty may not be
altered by an instructor. However many schemas
may be broken into individual “subschemas” and
taught in isolation, to be later brought back together
and described as a combined whole.
Source: http://www.learning-theories.com/cognitive-load-theory-of-multimedia-learning-sweller.html
Extraneous Cognitive Load
 Extraneous cognitive load, by contrast, is under the
control of instructional designers. This form of
cognitive load is generated by the manner in which
information is presented to learners (i.e., the
design). To illustrate an example of extraneous
cognitive load, assume there are at least two possible
ways to describe a geometric shape like a
triangle. An instructor could describe a triangle
verbally, but to show a diagram of a triangle is much
better because the learner does not have to deal with
extraneous, unnecessary information.
Source: http://www.learning-theories.com/cognitive-load-theory-of-multimedia-learning-sweller.html
Germane Cognitive Load
 Germane load is a third kind of cognitive load which
is encouraged to be promoted. Germane load is the
load dedicated to the processing, construction and
automation of schemas. While intrinsic load is
generally thought to be immutable, instructional
designers can manipulate extraneous and germane
load. It is suggested that they limit extraneous load
and promote germane load.
Source: http://www.learning-theories.com/cognitive-load-theory-of-multimedia-learning-sweller.html
Memory Complex
Implications
 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 (and
processing) of instructional material to encode to-belearned information into long term memory.
 If the resources of working memory are exceeded
then learning will be ineffective.
(Principles of Cognitive Load Theory (Cooper, 1998)
http://www.southalabama.edu/oll/mobile/theory_workbook/cognitive_load_theory.htm
Classroom Implications
 The goal of the instructor should be to reduce
extraneous cognitive load and increase germane
cognitive load. Instructors can accomplish this in a
variety of ways:
1. Change problem solving methods to avoid means-ends approaches that impose
a heavy working memory load by using goal-free problems or worked examples.
2. Physically integrate multiple sources of information whenever possible to
eliminate the need for learners to have to mentally integrate that information which
increases the load on working memory.
3. Reduce redundancy and repetitive information whenever possible so that the
load on working memory is lessened.
4. Use auditory and visual information under conditions where both sources of
information are essential (i.e. non-redundant) to understanding. This helps increase
the capacity of working memory.
http://www.southalabama.edu/oll/mobile/theory_workbook/cognitive_load_theory.htm
Technological Application
 The Cognitive Load Theory can be implemented into
the technologically-enabled classroom in many ways.
PowerPoints are a great way to provide graphics and
text together, while computer activities can provide
worked examples and practice.
Technological Distraction
 Instructors with access to technology may be tempted to use it
as much as possible in the classroom. While technology can be
helpful, due to the idea of extraneous cognitive load it may
also be a distraction. For example, the Coherence Effect
states that peoples’ learning is hindered when extraneous
sound, pictures, and words are used in teaching. Therefore,
instructors should avoid using distracting pictures or sounds
in PowerPoint presentations. Also, the Modality Effect
states that people learn better when words are presented as
speech rather than onscreen text, so teachers should not rely
solely on technology such as a computer screen or a
PowerPoint to provide information.
Source: http://www.southalabama.edu/oll/mobile/theory_workbook/cognitive_load_theory.htm
Personal Affliction
Sources:
 Sweller, J. (1988). “Cognitive load during problem
solving: Effects on learning”. Cognitive Science 12
(2): 257–285.
 Sweller, J., Van Merriënboer, J., & Paas, F. (1998).
“Cognitive architecture and instructional design”.
Educational Psychology Review 10: 251–296.
 University of South Alabama OLL. “Cognitive Load
Theory”.
<http://www.southalabama.edu/oll/mobile/theory_
workbook/cognitive_load_theory.htm>