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Cognitive load theory (CLT) considers instructional implications of characteristics of human cognition, such as processing limitations of working memory and the size and organization of the learner's knowledge base in long-term memory. CLT traditionally described how the limited capacity of working memory may cause cognitive overload and inhibit learning. Rethinking Cognitive Load Theory reflects on recent developments of this theory and proposes some essential modifications to improve its effectiveness in designing modern, technology-based, complex learning environments.
Slava Kalyuga is Emeritus Professor of Educational Psychology at the School of Education, the University of New South Wales. His research interests are in cognitive processes in learning, cognitive load theory, and evidence-based instructional design principles.
Jan L. Plass is Professor and Paulette Goddard Chair in Digital Media and Learning Sciences at New York University and directs the CREATE research center. He draws from cognitive science, learning sciences, and design to envision, design, and study the future of learning.
- Introduction
- 1: Basics of Cognitive Load Theory
- 2: Modifications Made to CLT to Date
- 3: Criticisms and Desired Additional Modifications
- 4: Integrated (Goal-Driven) Approach
- 5: Empirical Evidence for the Goal-Driven Approach
- 6: Reconceptualizing Cognitive Load Theory
- 7: Conclusions: Implications for Future Research and Practice
- References
- Index
