Cognitive load theory
The 5-9 rule
The working memory can typically manage between 5 and 9 pieces of information at once.
Types of cognitive load
Intrinsic cognitive load - the mental effort required to complete a task.
Extraneous cognitive load - caused by the way a task is presented.
Germane cognitive load - the cognitive resources that directly enhance learning, such as the effort required for schema construction.
Novice and expert learners
Novice learners - more likely to experience high intrinsic cognitive load. As a result, they have less cognitive resources available for germane load and therefore require greater reductions in extraneous cognitive load.
Improving learning
Reduce the chance of cognitive overload by dividing learning into small chunks and use activities that do not draw on too much memory capacity. Learners will then have time to process the new learning and link it to existing schema.
An effective slideshow
Consider the intrinsic load of the task, reduce extraneous load and increase germane load.
1. Limit text and diagrams to what is necessary, and integrate labels in diagrams.
2. Avoid reading text from slides - overloads WM.
3. Use images to support complex ideas (dual coding).
4. Never expect students to read a slide while you are talking.
5. Reveal steps on the same slide (reminds, saves WM).
6. Spoken words and slides are transient and students will be unable to hold on to them all at once. Slide-show handouts and shortened ‘bursts’ of teaching can reduce this problem.
Tips for students
• Create a learning environment free from distractions
• Work in silence if you are reading or writing
• Focus on one learning activity at a time
• Watch your teacher when they are talking and make notes afterwards
• Ask your teacher how new topics relate to previous ones
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Slide 1: Slide
EducationHigher Education (degree)
This lesson contains 2 slides, with text slides.
Items in this lesson
The 5-9 rule
The working memory can typically manage between 5 and 9 pieces of information at once.
Types of cognitive load
Intrinsic cognitive load - the mental effort required to complete a task.
Extraneous cognitive load - caused by the way a task is presented.
Germane cognitive load - the cognitive resources that directly enhance learning, such as the effort required for schema construction.
Novice and expert learners
Novice learners - more likely to experience high intrinsic cognitive load. As a result, they have less cognitive resources available for germane load and therefore require greater reductions in extraneous cognitive load.
Improving learning
Reduce the chance of cognitive overload by dividing learning into small chunks and use activities that do not draw on too much memory capacity. Learners will then have time to process the new learning and link it to existing schema.
An effective slideshow
Consider the intrinsic load of the task, reduce extraneous load and increase germane load.
1. Limit text and diagrams to what is necessary, and integrate labels in diagrams.
2. Avoid reading text from slides - overloads WM.
3. Use images to support complex ideas (dual coding).
4. Never expect students to read a slide while you are talking.
5. Reveal steps on the same slide (reminds, saves WM).
6. Spoken words and slides are transient and students will be unable to hold on to them all at once. Slide-show handouts and shortened ‘bursts’ of teaching can reduce this problem.
Tips for students
• Create a learning environment free from distractions
• Work in silence if you are reading or writing
• Focus on one learning activity at a time
• Watch your teacher when they are talking and make notes afterwards
• Ask your teacher how new topics relate to previous ones
Slide 1 - Slide
References
Benjamin, Z. (2024). Cognitive load theory: a practical guide and tips for teachers. Third Space Learning. https://thirdspacelearning.com/blog/cognitive-load-theory/#:~:text=What%20are%20the%20three%20types,to%20automate%20a%20new%20process.
Fuhrman, J. (2017). Cognitive load theory: helping students’ learning systems function more effectively. The International Institute. https://www.franklin.edu/institute/blog/cognitive-load-theory-helping-students-learning-systems-function-more-efficiently
