Cognitive Load Theory: Types and Principles for Reduction

Cognitive Load Theory, introduced by John Sweller, examines the mental processes involved in learning. It provides principles for enhancing instructional design. The theory highlights the capacity for storing information in working memory and integrating new knowledge, making it relevant in educational settings, learning scenarios, and various fields such as UX design. Understanding cognitive processes is fundamental to this theory, as it explains how individuals absorb, process, and retain information effectively.

Defining Cognitive Load

Cognitive Load Theory refers to the amount of mental effort an individual invests while performing a task. It depends on the complexity of the task, particularly the number of elements that need to be processed and related. Cognitive resources, both prior knowledge and new information, as well as how the task is presented, influence cognitive load.

For example, a first-grade student would find it easier to solve “two packs of six candies” compared to “six packs of two candies.” Though the answer is the same, the cognitive demand differs. In the first case, the student simply adds 6+6, whereas in the second, they must add 2 six times. If the student knew multiplication, the cognitive load would be significantly lower in both cases.

The Model Developed by John Sweller

Sweller’s Cognitive Load Theory is based on traditional models of the cognitive system, distinguishing between a limited-capacity working memory (WM) for learning and an unlimited long-term memory (LTM), which contains numerous automated schemas. These schemas help learners overcome the limitations of working memory by processing generalized and complex knowledge structures (simple memory units). Schemas can function consciously or automatically, but most learning requires time and conscious effort to shift from controlled to automatic processing.

For instance, despite the many variations in how the letter “A” can be handwritten (different shapes, sizes, styles), the human brain can recognize all as the same conceptual unit. However, this task demands more effort for a child learning to read than for an experienced adult reader. John Sweller and his colleagues aim to identify factors that increase cognitive load and develop learning models that reduce the effort required for knowledge acquisition.

The Three Types of Cognitive Load

Sweller, Van Merrienboer, and Paas (2019) identify three sources of cognitive load in learning situations: intrinsic, extraneous, and germane load. Cognitive Load Theory doesn’t always suggest reducing task difficulty, but rather balancing the learner’s effort based on their resources (knowledge) and adjusting it to the learning objectives. Since an employee’s expertise varies across fields, instructional models must adapt accordingly.

Intrinsic Load

This refers to the complexity of the information that the learner needs to understand. Intrinsic load considers the level of interactivity between the elements being processed by both working memory and the learner’s knowledge level. For example, an expert with schemas in long-term memory will handle more elements easily than a novice. Division, for example, carries a higher intrinsic load compared to simple two-digit addition.

Extraneous Load

This type of load relates to the quality of the instructional material. Extraneous cognitive load refers to any elements that are irrelevant to building schemas but must still be processed by the learner. These could include complex terminology or irrelevant content. Many textbooks and educational materials, for instance, contain unnecessary typography differences or images that are distracting and unrelated to the task.

Germane Load

Necessary for effective information processing, germane load is linked to the resources in working memory that the learner uses to acquire and automate schemas. An employee learning new knowledge that builds on existing information stored in their working memory will experience a higher germane load.

Five Principles to Reduce Cognitive Load

To reduce cognitive load, researchers have developed five fundamental principles that apply both to learning and to optimizing user experience.

1. The Coherence Principle

The coherence principle involves removing unnecessary information from instructional resources so that the learner or user can focus on the essential parts. For example, reducing visual clutter on a website helps the user concentrate on the core content. Capturing their attention increases the likelihood of converting them into leads or clients.

2. The Modality Principle

The modality principle suggests using graphics, such as italics, arrows, or bold text, to highlight key information. This helps the learner or user focus on the most important points, reducing cognitive load and increasing germane load.

3. The Redundancy Principle

The redundancy principle encourages a planned or simplified combination of text, narration, and images to reduce extraneous cognitive load. This allows the learner to concentrate on the problem and devote more effort to devising strategies for solving it.

4. Spatial Contiguity

Spatial contiguity promotes illustrating presentations with relevant terms. For instance, to help a user understand an interaction instantly, you might label or annotate the interaction with explanatory text.

5. Temporal-Spatial Contiguity

To help learners link information in their working memory, temporal-spatial contiguity recommends presenting text and images simultaneously. In user experience design, “chunking” often refers to breaking content into small, distinct units of information, which helps significantly reduce cognitive load.

Conclusion

Understanding the principles and challenges of cognitive load theory is essential for improving learning, memory, and ergonomics. Reducing cognitive load is crucial for optimizing the user experience and increasing the value of products or resources.