Cognitive load refers to the amount of mental resources used in working memory to process new information. Working memory can only hold 5-9 items at once and can only process 2-4 items simultaneously. Intrinsic cognitive load is required to transfer information to long-term memory, while extraneous cognitive load creates distractions. Germane cognitive load facilitates deep processing. Designers can manage cognitive load by reducing extraneous load through focus, experience, and working memory limitations. Effective design principles include modality, split attention, redundancy, expertise reversal, and worked examples.

1. cognitiveload Definition
• Cognitive load is the amount of mental resources used in working memory to perform
various tasks
If information is not attended to in
the working memory within 15
seconds it is discarded. (Guyan,
2013)
Working Memory Cognitive Load
Only 5-9 items can be stored in working
memory at one time and only 2-4 items
can actually be processed simultaneously
(Wolfolk, 2014 p. 322)
Attention filters all sensory input and
determines what input will be selected for
further processing.
Rehearsal and integration with
existing knowledge aid in
transferring new material to
long term memory.
.
Intrinsic cognitive load refers to the
amount of cognitive resources that a
person would need to transfer new
information to the long term memory.
Extraneous cognitive load can create all
sorts of havoc on working memory. It
creates distractions and disrupts the
working memory from processing new
information.
Germane cognitive load comes from
the deep processing of new
information by organizing,
integrating and connecting it with
existing knowledge. (Clark, 2014)
“Intrinsic Load + Germane Load + Extraneous Load < Working Memory” (Guyan, 2013)

2. cognitiveload Importance of Cognitive Load in Design
FOCUS
By understanding extraneous
cognitive load, designers are
able to better create a learning
environment that eliminates
distraction and helps learners
focus on the material to be
learned.
EXPERIENCE
Understanding the impact that
experience has on cognitive load
helps designers to tailor learning
environments that are more relevant
to learners’ needs. By designing with
experience in mind, the designer can
help avoid overwhelming learners
with less experience or creating a
reversal effect in more experienced
learners.
LIMITATIONS
By understanding that working
memory has a limited capacity for
processing and retaining new
information, designers are able to
use tactics (like dual modality) to
increase the effectiveness of their
learning design.

3. cognitiveload Effective Design Principals to Manage Cognitive Load
Germane Load
Extraneous Load
Effective Design
• Use audio narration to describe graphics
instead of on screen text so that learners do
not get overloaded by trying to process
multiple visual inputs at one time (modality
principle)
• Have related information integrated in one
area of a course instead of being spread out
in multiple locations which causes learners to
work harder to make connections between
material (split attention effect)
• Use only one method/mode of presentation
(visual or auditory) for concepts that are easily
understood to eliminate redundancy
(redundancy effect)
• Eliminate graphic and learning supports that
may overload more experienced learners with
unnecessary information (expertise reversal
effect)
• Replace some practice problems with worked
examples allowing cognitive load to be
reduced for learners who lack strong problem
solving skills (worked example effect)

4. cognitiveload Resources
Artino, A. R., Jr. (2008). Cognitive load theory and the role of learner experience:
An abbreviated review for educational practitioners. AACE Journal,
16(4), 425-439.
Clark, R. C. (2008). Building expertise: Cognitive methods for training and
performance improvement (3rd ed.). San Francisco, CA: Pfeiffer.
Clark, R. C., & Lyons, C. C. (2011). Graphics for learning: Proven guidelines for
planning, designing, and evaluating visuals in training materials (2nd
ed.). San Francisco: Pfeiffer.
Guyan, M. (2013, November 01). 5 Ways To Reduce Cognitive Load In eLearning.
Retrieved June 20, 2016, from https://elearningindustry.com/5-ways-to-
reduce-cognitive-load-in-elearning
Wolfolk, A. (2014). Educational Psychology (12th ed.). Upper Saddle River, NJ:
Pearson.