Cognitive Load Theory was developed by John Sweller. Cognitive load Theory refers to how the human brain processes and stores knowledge, it explains that working or short-term memory has a limited capacity and that overloading it reduces the effectiveness of teaching.

 

There are 3 types of cognitive load

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• Intrinsic; how complex the task is,

• Extraneous; distractions that increase load, and

• Germane; linking new information with the already stored in the long term memory.

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Cognitive Load Theory indicates that instructional materials and environments should be designed to reduce cognitive load, therefore removing distractions enables a more efficient way for the desired learning to go from working memory through to long term memory. 

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Cognitive Load Theory suggests that when teaching learners new content and skills, educators are more effective when they provide explicit guidance accompanied by practice and feedback.

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Reducing cognitive load allows learners to focus more effectively, comprehend information better, and learn more efficiently. It helps them allocate mental resources to understanding and applying new knowledge rather than being overwhelmed by the complexity of tasks.
 

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