The Three Types of Cognitive Load

Cognitive Load Theory - John Sweller:

The theory that optimum learning occurs when the load on working memory is kept to a
minimum in order to best facilitate the creation of lasting schemas in long term memory.

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Intrinsic Cognitive Load
The inherent difficulty of the subject at hand for the learner.

The instructor generally has no control over intrinsic cogntive

load (beyond segmenting a subject matter into distinct separate
sections).

Total Cognitive Load

Germane Cognitive Load
The load on working memory which is devoted to the acquisition
and automation of lasting mental schemata through improved moti-
vation and effort. This is in the control of the instructional designer.

Germane Cognitive Load should be promoted as much as

possible to ensure acquisition of knowledge.

Extraneous Cognitive Load

The load on the working memory produced by the manner in which in-
formation is presented to learners. Extraneous Cognitive Load does not
aid in the building of schemata. This is in the control of the instructional
designer.

Extraneous Cognive Load should be reduced as much as possible.

Checklist: Optimizing Cognitive Load for E-Learning
Remove “Additional Material”
Additional material not necessary to the learning objective increases the intrinsic load.
Reduces Intrinsic Cognitive Load | For reference: Ayres, Paas, p. 814.

Assess existing knowledge; base the amount of in-practice guidance on levels of experience.
Studies show that the amount of in-practice guidance should be based on the learner’s existing knowledge of the subject. When little guidance
is given to learners with no previous knowlege, extraneous cognitive load is increased. Alternatively, when too much guidance is given to
knowledgeable learners, extraneous cognitive load is also increased.
Reduces Extraneous Load | For reference: Van Merrienboer, Kester, Paas , p. 345.

Include Completion Problems for practice

Completion Problems provide a partial solution that must be completed by the learner; giving part of the solution reduces the size of the “prob-
lem space” for the learner.
Reduces Extraneous Cognitive Load | For reference: Van Merrienboer, Ayres, p. 7.

In examples and practice opportunities, include variability.

Variability encourages the learner to build schema in understanding how disparate items are similar.
Increases Germane Load | For reference: Van Merrienboer, Kester, Paas , p. 348.

Remove redundant information where variability is not present

Critical information that is provided in both diagram and text (and -- importantly -- without variability) is redundant and creates additional cogni-
tive load. Emphasize concepts using variability: worked examples, completion problems, and other mediums.
Reduces Extraneous Cognitive Load | For reference: Van Merrienboer, Ayres, p. 7.

Include Worked Examples (completed problems that show a correct solution)

Worked Examples focus the learner’s attention on elements that represent correct solution steps only so that they do not have to worry about
potential steps that are not relevant for the task at hand.
Reduces Extraneous Load; increases Germane Load | For reference: Van Merrienboer, Ayres, p. 7.

Integrate diagrams and text labels

Text labels and descriptions should be positioned close to the items to which they refer. This is related to the Split Attention Effect, in which
cognitive load is increased when the learner must build associations between multiple sources of information.
Reduces Extraneous Cognitive Load | For reference: Leahy, Sweller, p. 859.

Replace conventional problems/practice with Goal-Free Problems

Studies show that extraneous cognitive load is created when the learner attempts to relate a current “problem state” to a “goal state” and thus
reduce the differences between them. The ISD should include problems or practice with non-specific goals.
Reduces Extraneous Cognitive Load | For reference: Van Merrienboer, Ayres, p. 7.

Replace written explanations with spoken explanations accompanied by visuals

Known as the Modality Effect, studies show that spoken explanations accompanied by relevant visuals use a different processor of the
learner’s working memory and enables more working memory for schema acquisition.
Reduces Extraneous Cognitive Load | For reference: Van Merrienboer, Ayres, p. 7.

Make instructional animations learner-paced

Studies show that allowing the learner to pace the speed of animations is more effective than system-paced animations.
Reduces Extraneous Cognitive Load | For reference: Ayres, Paas, p. 812.

Highlight key concepts and darken other concepts

Studies show that highlighting key information and darkening other on-screen elements helps the learner build a relationship between the key
information and the supporting info. This also frees up working memory by reducing unncessary “searches” for the key peices of information.
Reduces Extraneous Cognitive Load; increases Germane Load | For reference: Ayres, Paas, p. 813.

Avoid excessive hyperlinking when dealing with complex subject matter

When dealing with a complex subject matter, having the learner click multiple hyperlinks to reach training content is shown to impose negative
Extraneous Cognive Load by adding an additional and unnecessary layer of complexity in accessing material.
Reduces Extraneous Cognitive Load | For reference: Seufert, Brunken, p. 329.