The Science
Why Cognitive Load Theory Matters
Understanding how working memory, long-term memory, and instructional design interact.
The Foundation of Learning
Cognitive Load Theory, developed by John Sweller, reveals how our brain architecture directly impacts learning effectiveness.
Working Memory
Limited capacity (7±2 items) where new information is processed. Overload here means learning failure.
Long-Term Memory
Unlimited capacity storage. Building schemas here equals permanent learning success.
"The way to make our students smarter is not to give them practice in thinking, but to give them more to think with."— John Sweller, Founder of Cognitive Load Theory
Three Types
Understanding Cognitive Load
Master these three types to optimize learning effectiveness.
Intrinsic Load
The natural complexity of the material itself, depending on element interactivity and prior knowledge.
- Simple facts = Low intrinsic load
- Complex integration = High load
- Must match student level
- Cannot be eliminated, only optimized
Extraneous Load
Unnecessary cognitive burden from poor instructional design. Should be minimized or eliminated.
- Confusing presentations
- Split-attention effects
- Irrelevant information
- Poor visual design
Germane Load
Productive cognitive effort that builds schemas and automates knowledge in long-term memory.
- Schema construction
- Knowledge automation
- Connecting to prior learning
- Deep processing
