What Is It?

Cognitive load is the amount of working memory resources being used while completing a task. In more general terms, cognitive load can be thought of as ‘how much’ thinking and processing is required while completing a task. Individuals have different capacities for cognitive load. Age and neurodiversity are two factors that often have an affect on one’s cognitive load capacity. Three types of information processing contribute to the cognitive load of a task.

Types of Information Processing

Extraneous load involves the memory resources that are used by processes that do not necessarily contribute to the learning objectives. When a learner takes an online course, the processing of information that is required as they read instructions, navigate the course, and interact with the content all contribute to the extraneous load.

Intrinsic load is associated with the inherent complexity of a task. This is often determined by the difficulty of the materials or concepts being learned. The intrinsic cognitive load of a task is often beyond the control of the instructional designer or instructor. However, the intrinsic load can be managed by careful consideration by the instructional designer.

Germane load involves the mental effort needed to learn and commit the material to long-term memory. The germane load for a task may vary for different learners. A learner with minimal background knowledge on the topic will face a larger germane load when compared to a learner with some familiarity of the topic.

Why Is It Important?

Instructional designers and educators should have a clear understanding of the components of cognitive load when designing online courses. Cognitive load directly impacts the learning experience and outcomes of learners. Without considering cognitive load, instructional designers risk overwhelming learners with excessive information, complex tasks and instructions, or poorly organized content which all directly lead to reduced comprehension.

What Can You Do About It?

There are many things you can consider when designing online learning material in order to help learners engage with the material, learn efficiently, and ultimately achieve better learning outcomes. To reduce the cognitive load of a task, aim to limit extraneous load, manage intrinsic load, and optimize germane load. Here’s some ways you can that:

Limiting Extraneous Load

• Write clear and concise instructions
• Reduce cognitive distractions such as unnecessary pop-ups and notifications
• Use media elements meaningfully, ensuring they are relevant and purposeful
• Present content in a simple and logical way by using headings, lists, and visual aids
• Provide scaffolding through manageable steps with prompts and examples where necessary

Managing Intrinsic Load

• Offer varied practice opportunities
• Show learners how to apply the knowledge in practical contexts
• Provide examples, demonstrations, or visual aids for abstract and complex concepts
• Chunking information into smaller pieces with related concepts being grouped together
• Sequence content appropriately by starting with the fundamentals and building upon learners’ prior knowledge

Optimizing Germane Load

• Include opportunities for reflection and self-assessment
• Encourage critical thinking, analysis, and synthesis of concepts
• Use formative assessment throughout the course to provide feedback and reinforcement
• Provide active learning strategies by including interactive elements, such as discussions and collaborative activities
• Personalize the learning experience by including opportunities for learners to explore topics of interest or relevance to them
• Design activities that require learners to elaborate on the information, connect it to prior knowledge, or generate their own examples

Evidently, there are many ways instructional designers can help manage the cognitive load of the content they design. Remember that the ways in which instructional designers help manage cognitive load will vary depending on the age, ability, and background knowledge of the learners consuming the content. Some suggestions may be more appropriate for younger learners while other suggestions may be best to implement in courses aimed at adept learners.

What tips or strategies do you consider when trying to manage the cognitive load when designing instructional material? Share your suggestions with the community in a comment on this post!