Psychology · A design lens for any session length.

Cognitive Load Theory

Cognitive Load Theory explains learning in terms of the limited capacity of working memory and the unlimited capacity of long-term memory. It distinguishes load caused by the content itself, by poor presentation and by the effort of building understanding, and gives design guidelines to avoid overloading learners.

When to use Cognitive Load Theory

Use it when teaching complex or unfamiliar content, especially to novices, and when designing slides, worksheets and instructions.

How Cognitive Load Theory works

Information is chunked appropriately with clear scaffolding to manage cognitive load.

Phases of Cognitive Load Theory

  1. Manage Intrinsic Load: Match the complexity of the content to participants' prior knowledge and break complex material into manageable chunks or build it up step by step. Novices need simpler starting points.
  2. Reduce Extraneous Load: Remove anything that uses working memory without helping learning: cluttered slides, split attention between text and images, unclear instructions. Use worked examples for novices.
  3. Optimize Germane Load: Direct freed-up capacity towards building understanding, for example by asking participants to compare examples, explain steps or connect ideas to what they know.

Key principles

  • Working memory is limited
  • Chunk and sequence complex content
  • Remove extraneous load
  • Worked examples for novices
  • Fade guidance as expertise grows

Best for

  • Technical and complex content
  • Novice learners
  • Designing slides and materials
  • E-learning

Considerations

  • Guidance that helps novices can hinder experts (expertise reversal effect).
  • The distinction between germane and other loads has been debated and revised by the theory's own authors.
  • Focuses on cognition; motivation and social learning need other frameworks.

Attribution & sources

Developed by John Sweller, 1988

Primary source

Design a session with Cognitive Load Theory

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