John Sweller's cognitive load theory focuses on the limitations of working memory during instruction. It describes three types of cognitive load - intrinsic, extraneous, and germane - that instructional design should seek to manage. The goal is to reduce extraneous load and increase germane load in order to not overwhelm working memory and optimize learning. Technology can help apply this theory by integrating multiple information sources and providing worked examples, but instructors must avoid distracting elements that increase extraneous load.

1. “A theory that focuses the load on working
memory during instruction.”
John Sweller
The Cognitive Load Theory
SD, MC, SY, RS

2. Overview
John Sweller’s paper, “Implications of Cognitive
Load Theory for Multimedia Learning” describes the
human cognitive architecture, and the need to apply
sound instructional design principles based on our
knowledge of the brain and memory. Sweller first
describes the different types of memory, and how
both are interrelated, because schemas held in long-
term memory, acting as a “central executive”,
directly affect the manner in which information is
synthesized in working memory. Sweller then explains
that in the absence of schemas, instructional
guidance must provide a substitute for learners to
develop either own schemas.
Source: http://www.learning-theories.com/cognitive-load-theory-of-multimedia-learning-sweller.html

3. The Theory…
Sweller discusses, in his view, three types of cognitive load:
Diagram: http://www.southalabama.edu/oll/mobile/theory_workbook/cognitive_load_theory.htm
• extraneous cognitive load
• intrinsic cognitive load
•germane cognitive load

4. Intrinsic Cognitive Load
First described by Chandler and
Sweller, intrinsic cognitive load is
the idea that all instruction has an
inherent difficulty associated with it
(for instance, calculating 5+5). This
inherent difficulty may not be altered
by an instructor. However many schemas
may be broken into individual
“subschemas” and taught in isolation,
to be later brought back together and
described as a combined whole.
Source: http://www.learning-theories.com/cognitive-load-theory-of-multimedia-learning-sweller.html

5. Intrinsic Cognitive Load
Intrinsic load is the “thinking” part of
cognitive learning theory.
For example, if one were learning the
mechanics of 2+2 for the first time, one
would have to think about the combination
of two items with another two items.
Essentially, one would have two items, then
another item (3) and then another item (4).
The amount of “thinking” or “intrinsic
load” affects the learning capacity.
Another key component is the way in which
the material is presented.
Source :http://www.usask.ca/education/coursework/802papers/chipperfield/index.htm

6. Extraneous Cognitive Load
Extraneous cognitive load, by contrast, is under the control
of instructional designers. This form of cognitive load is
generated by the manner in which information is presented
to learners (i.e., the design). To illustrate an example of
extraneous cognitive load, assume there are at least two
possible ways to describe a geometric shape like a triangle.
An instructor could describe a triangle verbally, but to show
a diagram of a triangle is much better because the learner
does not have to deal with extraneous, unnecessary
information.
Source: http://www.learning-theories.com/cognitive-load-theory-of-multimedia-learning-sweller.html

7. Extraneous Cognitive Load
Extraneous cognitive load is the “materials” part of cognitive learning theory.
Imagine that a teacher asks a student to turn to page 54 in her book, locate section
2.1 and solve problem 3. However, when the student turns to that page in the book,
it looks like the following:
This will present some unnecessary extraneous cognitive load.
Source :http://www.usask.ca/education/coursework/802papers/chipperfield/index.htm

8. Extraneous Cognitive Load
Due to lack of images on the previous page, the student will be bombarded with
extraneous cognitive load. However, the student would be under much less load
with a page similar to this:
Source :http://www.usask.ca/education/coursework/802papers/chipperfield/index.htm

9. Germane Cognitive Load
Germane load is a third kind of
cognitive load which is encouraged to
be promoted. Germane load is the load
dedicated to the processing,
construction and automation of schemas.
While intrinsic load is generally
thought to be immutable, instructional
designers can manipulate extraneous and
germane load. It is suggested that they
limit extraneous load and promote
germane load.
Source: http://www.learning-theories.com/cognitive-load-theory-of-multimedia-learning-sweller.html

10. Germane Cognitive Load
• Germane load is the load used in
forming new schemas.
• Think back to our example of 2+2 for a
moment. As an adult, we do not have to
think about have two items, then adding
another, then adding another. We
already know that 2+2=4.
• We use this knowledge to solve high
level problems. For example, one could
quickly tell me that 1,001,242 + 2 =
1,001,244
• These rules do not change. These areSource :http://www.usask.ca/education/coursework/802papers/chipperfield/index.htm

11. Memory Complex

12. Implications
Working memory is extremely limited.
Long term memory is essentially
unlimited.
The process of learning requires
working memory to be actively engaged
in the comprehension (and processing)
of instructional material to encode to-
be-learned information into long term
memory.
If the resources of working memory are
exceeded then learning will be
http://www.southalabama.edu/oll/mobile/theory_workbook/cognitive_load_theory.htm

13. Classroom Implications
 The goal of the instructor should be to reduce extraneous
cognitive load and increase germane cognitive load.
Instructors can accomplish this in a variety of ways:
A. Change problem solving methods to avoid means-ends
approaches that impose a heavy working memory load by
using goal-free problems or worked examples.
B.Physically integrate multiple sources of information
whenever possible to eliminate the need for learners to
have to mentally integrate that information which
increases the load on working memory.
C.Reduce redundancy and repetitive information whenever
possible so that the load on working memory is lessened.
D.Use auditory and visual information under conditions where
both sources of information are essential (i.e. non-
redundant) to understanding. This helps increase the
capacity of working memory.
http://www.southalabama.edu/oll/mobile/theory_workbook/cognitive_load_theory.htm

14. Additional Implications...
… Especially with
textbooks!
• Because a textbook page is all text it
takes more time finding the first problem.
• A students eyes have to refer back to the
example on the previous page, if that’s
the case.
• The student is feels worried because of
the time limit on the assignment. They
want to go out with their friends tonight
and do not want to have to do homework or
stay late after school.
• The student wishes that the two students
in front of them would stop whispering and
they silently swear at the squeaky desk.11/23/10

15. Technological Application
The Cognitive Load Theory can be implemented into
the technologically-enabled classroom in many ways.
PowerPoints are a great way to provide graphics and
text together, while computer activities can provide
worked examples and practice.

16. A Teacher Technological Application
The Cognitive Load Theory can be implemented into
the technologically-enabled classroom in many ways.
PowerPoints are a great way to provide graphics and
text together, while computer activities can provide
worked examples and practice.

17. A Teacher Technological Application
Technology can reduce the effort
devoted to tedious computations and
increase students’ focus on more
important mathematics.
Two elements of successful
integrations:
Focusing Student Thinking
Making Ideas Tangible
http://ti-researchlibrary.com/Lists/TI%20Education%20Technology%20%20Research%20Library/Attachments/50/Research_Note_8%20-
%20Handhelds.pdf
PICTURE:
http://www.google.com/imgres?
imgurl=http://mathwire.com/images/320kidslink.jpg&imgrefurl=http://mathwire.com/archives/august06.html&usg=__D5NHkjBx9Gfe04Fk9k6XbKl-
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18. A Teacher Technological Application
Focusing Student Thinking
A. More realistic or
important problems.
B. Exploration and sense-
making with multiple
representations.
C. Development of flexible
strategies.
D. Mathematical meaning and
concepts.
http://ti-researchlibrary.com/Lists/TI%20Education%20Technology%20%20Research%20Library/Attachments/50/Research_Note_8%20-
%20Handhelds.pdf
PICTURE: http://www.google.com/imgres?
imgurl=http://www.cheswardine.shropshire.sch.uk/curriculum/images/clip_image006.jpg&imgrefurl=http://www.cheswardine.shropshire.sch.uk/curriculum/index.htm&usg=__pzU14l6_zVqeR-
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19. A Teacher Technological Application
 Making Ideas Tangible
A. Build upon students’ prior
knowledge and skills.
B. Emphasize the connections
among mathematical
concepts.
C. Connect abstractions to
real-world settings.
D. Address common
misunderstandings.
E. Introduce more advanced
ideas.
http://ti-researchlibrary.com/Lists/TI%20Education%20Technology%20%20Research%20Library/Attachments/50/Research_Note_8%20-
%20Handhelds.pdf
PICTURE:
http://www.google.com/imgres?imgurl=http://download.chip.asia/ii/170788823_1fd22438fe.png&imgrefurl=http://download.chip.asia/in/Math_6339457.html&usg=__eS-
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%2522mathematical%2Bconcepts%2522%26um%3D1%26hl%3Den%26rls%3Dcom.microsoft:en-us%26rlz%3D1I7GPEA_en%26biw%3D1345%26bih%3D550%26tbs
%3Disch:1&um=1&itbs=1&iact=rc&dur=331&ei=YNTrTP27L8-5cb2fybEP&oei=UtTrTL2cKYP7lwe04Mj7AQ&esq=5&page=8&ndsp=27&ved=1t:429,r:2,s:167&tx=109&ty=51

20. Technological Distraction
Instructors with access to technology may be tempted
to use it as much as possible in the classroom.
While technology can be helpful, due to the idea of
extraneous cognitive load it may also be a
distraction. For example, the Coherence Effect
states that peoples’ learning is hindered when
extraneous sound, pictures, and words are used in
teaching. Therefore, instructors should avoid using
distracting pictures or sounds in PowerPoint
presentations. Also, the Modality Effect states
that people learn better when words are presented as
speech rather than onscreen text, so teachers should
not rely solely on technology such as a computer
screen or a PowerPoint to provide information.
Source: http://www.southalabama.edu/oll/mobile/theory_workbook/cognitive_load_theory.htm

21. • This theory is best applied in the
area of instructional design and
complex material. With this a learner
should be encouraged to use their
limited working memory appropriately.
In order to use this affectively,
recognizing the role and the
limitation of working memory to help
develop quality instruction is key.
Although this theory has many
implications, if used correctly can be
effective. However, we must remember
to keep cognitive load of learners at
Personal Affliction

22. Sources:
Sweller, J. (1988). “Cognitive load during problem solving: Effects on
learning”. Cognitive Science 12 (2): 257–285.
Sweller, J., Van Merriënboer, J., & Paas, F. (1998). “Cognitive
architecture and instructional design”. Educational Psychology Review
10: 251–296.
University of South Alabama OLL. “Cognitive Load Theory”. <
http://www.southalabama.edu/oll/mobile/theory_workbook/cognitive_loa
>
Chipperfield, Brian (2004). “Cognitive load theory and instructional
design”. University of Saskatchewan. http://www.usask.ca/education/
coursework/802papers/chipperfield/index.htm