Rethinking Cognitive Load Theory

Abstract

This book argues for reframing cognitive load theory (CLT) to provide a more learner-centered framework corresponding to recent trends in instructional science and educational technology. Over the last forty years, CLT has been one of the major instructional theories investigating instructional implications of such characteristics of human cognition as processing limitations of working memory and the size and organization of the learner’s knowledge base in long-term memory. While it achieved high prominence among educational researchers and practitioners, CLT has also generated plenty of controversy and criticism. This book reflects on recent developments of CLT and proposes some essential modifications to improve its effectiveness in designing modern technology-based complex learning environments. The book describes the evolution of the original version of CLT (aimed at reducing learner cognitive load) to its present state and proposes a way of reconceptualizing the theory so that it can better account for the multifaceted nature of learner cognition that has emerged in recent research. The book takes an integrated approach to cognitive load theory that considers complex learning tasks as involving various goals of learner activities that need combining of cognitive, motivational, and affective perspectives. Determining specific design elements is viewed as a means to achieve these expanded learning goals, rather than only narrowly focusing on reducing cognitive load.