Informing: A cognitive load perspective

Abstract

In instructional psychology, cognitive load theory has applied knowledge of processing limita-tions of human cognitive system to enhance effectiveness of instructional procedures and infor-mation presentation formats. Underlying assumptions and principles of cognitive load theory are based on a recently proposed evolutionary perspective that regards both human cognitive archi-tecture and biological evolution as natural information processing systems. This paper explores a possibility of extending the established conceptual framework of cognitive load theory to broader processes of informing with the aim of enhancing their effectiveness. The paper discusses general implications of fundamental characteristics of human cognitive architecture for informing science and offers recommendation for improving the process of informing based on cognitive load con-siderations. Evidence-based guidelines for managing cognitive load when designing and using educational technology tools are also reviewed.