grad-cognitive-load
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)
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