Cognitive Load Theory (CLT)

Overview

Cognitive Load Theory (Sweller, 1988) is grounded in the architecture of human cognition: working memory is severely limited in capacity (7 +/- 2 items) and duration, while long-term memory is essentially unlimited. Effective instructional design must manage three types of cognitive load — intrinsic (task complexity), extraneous (poor design), and germane (schema construction) — so that total load does not exceed working memory capacity.

When to Use

• Diagnosing why learners fail to comprehend or retain instructional material
• Redesigning documentation, tutorials, or training programs for reduced cognitive burden
• Evaluating interface design, dashboards, or information displays for overload
• Sequencing complex learning material to scaffold schema acquisition

When NOT to Use

• When the problem is motivational rather than cognitive (learner can process but chooses not to)
• For expert audiences where schemas already exist and the expertise reversal effect applies
• When simplification would compromise essential task fidelity (some tasks are irreducibly complex)