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Introduction

Published online by Cambridge University Press:  05 June 2012

Edited by
Jan L. Plass ,
Roxana Moreno  and
Roland Brünken
Jan L. Plass
Affiliation:
New York University
Roxana Moreno
Affiliation:
University of New Mexico
Roland Brünken
Affiliation:
Universität des Saarlandes, Saarbrücken, Germany
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Summary

What is Cognitive Load Theory (CLT)? The objective of CLT is to predict learning outcomes by taking into consideration the capabilities and limitations of the human cognitive architecture. The theory can be applied to a broad range of learning environments because it links the design characteristics of learning materials to principles of human information processing. CLT is guided by the idea that the design of effective learning scenarios has to be based on our knowledge about how the human mind works. Starting from this premise, different processes of knowledge acquisition and understanding are described in terms of their demands on the human cognitive system, which is seen as an active, limited-capacity information processing system. Taking into account the demands on cognitive resources induced by the complexity of the information to be learned, the way in which the instruction is presented to the learner, and the learner's prior experience and knowledge, CLT aims to predict what makes learning successful and how learning can be effectively supported by teaching and instruction.

Because of its applicability for a broad range of instructional materials, including Web-based and multimedia instruction, CLT is a frequently discussed concept in educational psychology and applied learning sciences. A growing body of empirical research has become available in recent years that describes the relationships among human cognitive architecture, the design of educational materials, and successful learning.

Type
Chapter
Information
Cognitive Load Theory , pp. 1 - 6
Publisher: Cambridge University Press
Print publication year: 2010

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References

Low, R., & Sweller, J. (2005). The modality principle in multimedia learning. In Mayer, R. E. (Ed.), Cambridge handbook of multimedia learning (pp. 147–158). New York: Cambridge University Press.CrossRefGoogle Scholar
Mayer, R. E. (2005). Cognitive theory of multimedia learning. In Mayer, R. E. (Ed.), Cambridge handbook of multimedia learning (pp. 31–48). New York: Cambridge University Press.CrossRefGoogle Scholar
Renkl, A. (2005). The worked-out examples principle in multimedia learning. In Mayer, R. E. (Ed.), Cambridge handbook of multimedia learning (pp. 229–245). New York: Cambridge University Press.CrossRefGoogle Scholar
Schnotz, W. (2005). An integrated model of text and picture comprehension. In Mayer, R. E. (Ed.), Cambridge handbook of multimedia learning (pp. 49–69). New York: Cambridge University Press.CrossRefGoogle Scholar
Sweller, J. (2004). Instructional design consequences of an analogy between evolution by natural selection and human cognitive architecture. Instructional Science, 32, 9–31.CrossRefGoogle Scholar
Sweller, J. (2005). The redundancy principle in multimedia learning. In Mayer, R. E. (Ed.), Cambridge handbook of multimedia learning (pp. 159–167). New York: Cambridge University Press.CrossRefGoogle Scholar

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  • Introduction
  • Edited by Jan L. Plass, New York University, Roxana Moreno, University of New Mexico, Roland Brünken, Universität des Saarlandes, Saarbrücken, Germany
  • Book: Cognitive Load Theory
  • Online publication: 05 June 2012
  • Chapter DOI: https://doi.org/10.1017/CBO9780511844744.002
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  • Introduction
  • Edited by Jan L. Plass, New York University, Roxana Moreno, University of New Mexico, Roland Brünken, Universität des Saarlandes, Saarbrücken, Germany
  • Book: Cognitive Load Theory
  • Online publication: 05 June 2012
  • Chapter DOI: https://doi.org/10.1017/CBO9780511844744.002
Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

  • Introduction
  • Edited by Jan L. Plass, New York University, Roxana Moreno, University of New Mexico, Roland Brünken, Universität des Saarlandes, Saarbrücken, Germany
  • Book: Cognitive Load Theory
  • Online publication: 05 June 2012
  • Chapter DOI: https://doi.org/10.1017/CBO9780511844744.002
Available formats
×