Cognitive load theory,educational research,and instructional design: some food for thought |
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| Authors: | Ton de Jong |
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| Institution: | (1) Faculty of Behavioral Sciences, University of Twente, P.O. Box 217, 7500 AE Enschede, The Netherlands |
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| Abstract: | Cognitive load is a theoretical notion with an increasingly central role in the educational research literature. The basic
idea of cognitive load theory is that cognitive capacity in working memory is limited, so that if a learning task requires
too much capacity, learning will be hampered. The recommended remedy is to design instructional systems that optimize the
use of working memory capacity and avoid cognitive overload. Cognitive load theory has advanced educational research considerably
and has been used to explain a large set of experimental findings. This article sets out to explore the open questions and
the boundaries of cognitive load theory by identifying a number of problematic conceptual, methodological and application-related
issues. It concludes by presenting a research agenda for future studies of cognitive load. |
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