Open Access
Maximizing learning using cognitive load theory
Robert S. Bledsoe,Deborah South Richardson +1 more
- 09 Dec 2020
Vol. 2, Iss: 2, pp 148-152
TL;DR: In this paper, the limitations of the human information processing system impact learning, and the authors propose that cognitive load theory (CLT) deserves more attention in educational development as a tool to respond to challenges posed by these limitations.
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Abstract: This article describes how limitations of the human information processing system impact learning, and proposes that cognitive load theory (CLT) deserves more attention in educational development as a tool to respond to challenges posed by these limitations. Furthermore, we suggest that CLT can be used categorize and explain the effectiveness of many evidence- based teaching practices currently in use.
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Citations
Impact of Cognitive Load Theory on the Effectiveness of Microlearning Modules
Sandeep Lopez
TL;DR: Cognitive Load Theory positively impacts microlearning effectiveness in the Indian educational context, leading to improved knowledge retention, engagement, and learning outcomes. Moderate intrinsic and extraneous cognitive load was observed, with higher germane load. Microlearning modules were highly effective, but demographic factors like prior microlearning experience also influence effectiveness.
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TL;DR: The informed rating seems to be a promising strategy to assess the different aspects of cognitive load, but it seems not economic and feasible for larger studies and a standardized training would be necessary.