Cognitive load and learning

Cognitive overload refers to a state that can happen during learning where students struggle to process and store new information. Teaching that actively manages cognitive load has a positive impact on students’ ability to engage with learning tasks and, more importantly, to retain what they have learned as part of those tasks. Cognitive load affects all learners, in all contexts, but can be managed with effective teaching approaches to optimise achievement and outcomes of learning.

Several studies have shown how learners may tolerate relatively high levels of extraneous load in simple learning situations. But as learning gets harder, learners beneﬁt markedly from any condition that reduces sources of extraneous load. In short, extraneous load begins to matter when either (a) the number of interacting elements is high or (b) the individual lacks prior knowledge.
Hattie & Yates, 2014.

Why is managing cognitive load important?

The evidence about how students learn provides a clear direction for the development of curriculum, instructional materials, practice guidance and policies that support effective pedagogical approaches (Alter & Haydon, 2017).

Effective teaching begins with clear learning goals and the presentation of new material in small, digestible segments. By managing cognitive load, educators help students focus on essential information, preventing cognitive overload. Providing support for learning tasks and sequencing content logically support students in building deeper understanding. Providing spaced opportunities for retrieval, application and review strengthens long-term memory and enhances learning outcomes.

Sustainable Development Goal 4: Quality Education Photo: N/A

How does managing cognitive load contribute to quality?

By creating learning-focused environments and adhering to evidence-based instructional practices, you can facilitate effective learning experiences and improve overall learning outcomes.

Supporting learning:

Giving clear instructions: Clear explanations and well-structured tasks support students in navigating learning challenges with confidence, fostering a positive learning environment.
Providing progression: By organising information in a logical and coherent manner, you facilitate the development of mental schemas that allow students to connect new information with existing knowledge.
Breaking tasks into manageable chunks: break down complex tasks into smaller, more manageable components, making it easier for students to understand and complete them.
Providing cues and prompts: offer cues, prompts, or hints to guide students through the learning process, helping them navigate challenges and stay on track.
Offering models and examples: provide models and examples to demonstrate how to approach a task or solve a problem, giving students a clear understanding of expectations.
Offering feedback and guidance: offer timely feedback and guidance to students as they engage in learning tasks, helping them identify areas for improvement and guiding them toward successful completion.

Connecting outcomes, teaching, and assessment:

Intended learning outcomes (ILOs) specify what students should know, understand, and be able to do by the end of a learning experience. Effective teaching strategies are aligned with these outcomes, ensuring that instructional activities are designed to help students achieve the desired learning goals while managing cognitive load appropriately.
Assessments should align with ILOs and reflect the cognitive demands placed on students during instruction. By considering cognitive load, assessments can be designed to measure students' understanding and application of knowledge without overwhelming their cognitive resources.
Feedback provided to students should not only address the accuracy of their responses but also support their cognitive load management and learning processes. Clear, specific feedback helps students understand where they stand in relation to learning outcomes and provides guidance on how to improve their understanding and performance.

Improving the quality of teaching & learning:

Enhanced Understanding and Retention: By managing cognitive load, educators can present information in a way that optimises students' ability to understand and retain it. As a result, students are better able to grasp difficult concepts and commit them to memory, leading to deeper understanding and long-term retention of knowledge.
Increased Engagement and Motivation: When cognitive load is managed effectively, students are more engaged in the learning process and motivated to participate actively. As a result, students feel more empowered and motivated to learn, leading to improved academic performance and a greater sense of achievement.
Facilitated Transfer and Application of Knowledge: Managing cognitive load helps students develop the cognitive skills necessary for transferring and applying knowledge to new situations. This enables students to apply what they've learned in one context to solve problems or make decisions in other contexts, promoting deeper understanding and higher-order thinking skills.

[In] the context of classroom teaching, [Cognitive Load Theory] suggests that student teachers would benefit from limiting the distractibility of irrelevant information (extrinsic cognitive load) so that they can consciously think about the lesson’s content (intrinsic cognitive load) and the pedagogy necessary to teach the lesson (germane cognitive load).
Moos & Pitton, 2014.