Cognitive

Load Theory
(CLT)
EDU 101 THE CHILD AND ADOLESCENT
LEARNER & LEARNING PRINCIPLES
 CLT Background
The Cognitive Load Theory (CLT) was developed in the 1980s by John Sewell and focused on the
burden on the learner’s cognitive process when learning new topics or problem solving (Chandler &
Sweller, 1991). CLT is broken down into three categories to manage working memory load: intrinsic
cognitive load, extraneous, and germane (Paas et al., 2003).

Intrinsic cognitive load infers that some content cannot be altered in anyway and will always have
the same level of difficulty. Extraneous cognitive load means that the information can be altered so
that only critical information is available to the learning and unnecessary or redundant information
is removed. For example, removing photographs that do not add to the learning experience in a
meaningful way.
 CLT: Intrinsic, Extraneous, and
Germane,

Germane cognitive load infers that learning can be enhanced when relevant content is arranged
or laid out in a way that helps the learner construct knowledge, such as when key points are
bolded or when information is presented in smaller chunks, from simple to more complex. In this
way, the CLT is related to the Elaboration Theory as it relies on the learning gradually building on
prior knowledge (Paas et al, 2003).

TECHNOLOGY AND THE CURRICULUM: SUMMER 2019

https://techandcurr2019.pressbooks.com/chapter/cognitive-load/ with Creative Commons

https://tech-eds.com/2021/03/23/what-is-cognitive-load-theory-clt-how-does-it-affect-learning/
 In Psychology, Human memory
follows three stages:
Encoding (Registration) stage: This is the first stage of human memory which is about
processing the information which is received and collating the same. It is with the process of
encoding; human brain receives the information from the external world through sensory
organs which are transmitted in the form of physical and chemical stimuli. During this stage,
the information is changes into a usable or a meaningful form.
Storing: In this second stage, information is stored in the human memory for a very long
period of time. A permanent record of information is created in the human memory as a result
of encoding.
Retrieval (Recalling or Recognizing): In this stage, information can be recalled or retrieved as
per the requirement of the situation or in response to a given cue. The stored information is
recalled or extracted into our conscious awareness.

https://www.managementstudyguide.com/functioning-of-human-memory.htm
 The Stage Model of memory as propounded
by Atkinson and Shiffrin in 1968
Sensory Memory: This is the first stages of memory that stores the information extracted from the external environment for
a very brief period of time, approximately for less than a second for visual information and for 3 to 4 seconds in case of
auditory information. Sensory memory cannot be controlled by our conscious awareness and is not involved in our higher
level cognitive functions.

Short-Term Memory: This is also called Active Memory, as it deals with the information which is fresh on our mind, about
which we are currently thinking and have awareness. As per the Freudian Psychology, this kind of memory is referred to as
conscious mind. The memory stored in the Short Term Memory (STM) will stay for approximately 20 to 30 seconds and then it
moves on to the next stage that is Long Term Memory if not forgotten. Short Term Memory is capable of holding only few
items and that too for a very brief period of time. The information or the items can be moved from the Short Term Memory to
Long Term Memory via a process which is called rehearsal. Example of rehearsal could be when someone shares the phone
number and you and you keep repeating it to yourself until you find something suitable to note it down somewhere. During
this period, if someone interrupts by asking some question while you are rehearsing, you might forget the number because it
was held in the STM.

Long Term Memory: As per the Freudian Psychology, Long term Memory is related to unconscious or preconscious. In this
stage, the information storage process takes place on a continuous basis. The information which is stored in the Long Term
Memory (LTM), usually remain out of our awareness, but can be recalled back to the working memory whenever needed.
Long Term Memories have an incredible storage capacity like some memories remain stored in our mind for our entire
lifetime from the time it was created. Long Term Memory can be of various types:
 Principles to Reduce Cognitive Load

Learners have a limited amount of short-term and working memory which they use to connect new
pieces of information with information stored in their long-term memory (Clark, & Mayer, 2011).
When working memory is overloaded, learners process information more slowly (van Merriënboer &
Sweller, 2005).

Learners must be challenged through meaningful learning to develop complex schemas by

“combining elements consisting of lower-level schemas into higher level schemas” (Paas, Renkl, &
Sweller, 2003, p. 2). The following principles provide guidance for reducing the cognitive load of the
learner.
 Segmenting Principle

Information must be organized and presented in smaller steps or chunks based on key concepts to not
overwhelm the learner and minimize distractions (Clark & Mayer, 2011). If the learner must know key
concepts or terms, it is best to provide that to them in a pre-training section, so they are not trying to
learn new concepts or new terminology at the same time (Mayer & Moreno, 2003).

Knowing key concepts makes it easier to provide a deeper explanation of segmented material, supporting
transfer of knowledge and prompting students to ask deep questions (Halpern et al., 2007, p. 9).
Information presented in text tends to be linear. However, multimedia can be presented in auditory,
visual, and text at the same time which can strain the nervous system (Halpern et al., 2007). When
information is not segmented effectively, “audio and visual elements in a lesson interfere with human
cognition” (Clark & Mayer, 2011, p. 25). Relevant images and narration should be organized together
instead of using text so learners can conceptualize the content (Mayer & Moreno, 2003).
 When learning a new concept, learners tend to prefer to
learn from examples over reading text. Worked
examples help learners develop procedural skills by
breaking down a task and modelling how to solve a

Worked
problem (Clark & Mayer, 2011; Moreno, 2006). This
method helps the learner develop schemas by removing

Examples
solved steps backwards until the learner solves the
problem from the beginning (Moreno, 2006).

Principle When there is no direct interaction with the learner,

worked examples help support far-transfer of skills and
knowledge (Moreno, 2006; Moreno & Mayer, 2007).
There is an increased cognitive load when visuals and
text are presented at the same time in multimedia
lessons, learning is enhanced when students have a
visual representation with audio narration (Moreno &
Mayer, 1999).
 Multimedia Principle

When text, audio, and visuals are displayed in multimedia, learners tend to have sensory overload (Paas
et al., 2003). Furthermore, “the demands on working memory can exceed capacity when there is auditory
input that does not match written text and there is visual animation” (Halpern et al., 2007, p. 7).
Clark & Mayer (2011) suggest that e-learning courses should use meaningful graphics and text, over text
alone as the novice learner may not make connections to their previous knowledge without a meaningful
image.
Facilitators should reduce the use of decorative or representational graphics, and increase the use of
interpretive, transformational, or organizational graphics when teaching facts, concepts, processes,
procedures, or principles (Clark & Mayer, 2011). Using the appropriate graphics takes into account the
limit of a learners working memory because they have not developed the capacity to “interpret dynamic
visual information” (Moreno, 2007, p. 777).
https://waterbearlearning.com/mayers-principles-multimedia-learning/
 Contiguity Principle

The contiguity principle refers to printed words or narration that are aligned or synchronized with
graphics to improve information processing for the learner (Clark & Mayer, 2011). The spatial-
contiguity effect places text and images physically close to one another to improve transfer of
learning (Moreno & Mayer, 1999).

The temporal-contiguity effect improves learning by having visual and narration synchronized
(Moreno & Mayer, 1999). Instead of having words and images separated, facilitators should have
them as close together as possible. When creating multimedia, graphics and narration should be
synchronous to enhance retention.
https://www.emergingedtech.com/2017/06/mayers-12-principles-of-multimedia-learning-are-a-powerful-design-resource/
 Modality Principle

When using multimedia, brief, clear narration is better understood by the learner than on-screen text
to describe graphics (Clark & Mayer 2011; Mayer & Moreno, 2003). Working memory is increased
when material is presented in the form of both visual and auditory modes as “many studies also show
that attention can be better divided between the eye and ear than between two auditory or two
visual channels” (Moreno & Mayer, 1999, p. 359).

Learners may miss important visuals if they are also reading on-screen text, therefore, facilitators
should use a mixed-modality method to take advantage of both visual and auditory channels when
integrating multimedia in education (Moreno & Mayer, 2007).
https://waterbearlearning.com/mayers-principles-multimedia-learning/
 Redundancy Principle

The redundancy principle refers to information that is not important for learning and could actually
hinder the learning process (Chandler & Sewell, 1991). Learners may not necessarily know what
information is redundant if it is new to them.

Cognitive load could increase when learners are presented with or asked to elaborate on redundant
information, having a negative effect on learning (Moreno, 2006). When creating multimedia for
education, avoid duplicating narration and text, especially if there is animation. Transfer of learning
improves when narration is used over text but when there is no animation, text and narration help
students learn (Mayer & Moreno, 2003).

Using text and narration alone in multimedia works best when there is no competition for the learner’s
attention between text and graphics and narration alone is hard to process (Clark & Mayer, 2011).
https://waterbearlearning.com/mayers-principles-multimedia-learning/
 Coherence Principle

The coherence principle refers to removing any extraneous materials (Halpern et

al., 2007, p. 7). Background music, unnecessary sounds, text or graphics, even if
they seem interesting, can cause cognitive overload, distracting the learner as
they try to process the material (Clark & Mayer, 2011). “The robustness of the
coherence effect provides strong evidence for the viability of weeding as a
method for reducing cognitive load” (Mayer & Moreno, 2003, p. 48).
https://waterbearlearning.com/mayers-principles-multimedia-learning/
 Personalization Principle

Technology allows for “each student to learn on his or her own, with the teachers’ coaching and
guidance” (Prensky, 2010, p. 17). Using polite, conversational language as opposed to formal
language when developing course material helps create a personalized learning environment (Clark &
Mayer, 2011).

The research demonstrates that “people work harder to understand material when they feel they are
in a conversation with a partner, rather than simply receiving information” (Clark & Mayer, 2011, p.
184). When using multimedia, transfer of learning improves when learners have control to review or
progress through sections at their own pace (Clark & Mayer, 2011). In online courses, facilitators
should also consider having online coaches, such as avatars or help buttons so learners feel supported
as they navigate through information.
https://waterbearlearning.com/mayers-principles-multimedia-learning/
 Zone of Proximal Development

The Zone of Proximal Development (ZPD) refers to the learning that a student can do on their own,
and the scaffolded learning that is done with a teacher or facilitator until the learner no longer
requires assistance (Danish, Saleh, Andrade, & Bryan, 2017).

The learners ZPD is dependent on their individual needs, their prior knowledge, skill level, and the
level of difficulty they require to maintain motivation without tasks becoming too easy or too difficult
(Halpern, Graesser, & Hakel, 2007). When learners are in the ZPD, their best learning occurs as it
allows “them to completely engage with ideas that would normally be beyond their reach thanks to
the support from more capable others” (Danish et al., 2017, p. 7). Understanding where students are
in the ZPD allows facilitators to engage students in learning more effectively by reducing the cognitive
load on the learner.
 Applications

When the curriculum is designed effectively, the cognitive load of the learner is reduced which allows the
learner to maximize their working memory. Developing long-term memory is a “dynamic, evolving
structure which holds both a memory for past experiences and a memory for general domain knowledge”
(Moreno & Mayer, 2007, p. 313).
When integrating technology in the curriculum, applications should be segmented in smaller chunks, using
worked examples for developing problem solving skills and following multimedia principles. Where
possible, moving through different segments should be controlled by the learner. The context of the
curriculum and learning should be geared towards the use of real-life examples to motivate learners and
increase transfer of learning.
There are several applications currently found online that are examples of CLT in use that will be discussed.
All online tools discussed are free, making it easier for the facilitator and learner to access and integrate
into the current curriculum.
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