What is Cognitive Load Theory? 

Cognitive load is the amount of information a person is processing at any given time. Cognitive load theory (CLT) is the application of this concept to learning. CLT posits that a person’s short-term memory can only hold a few pieces of information at a time. Reducing cognitive load can improve learning by making more efficient use of short-term (“working”) memory (Zakrajsek, 2023). 

Improve Cognitive Load with Better Course and Assignment Design

Good instructional design can improve cognitive load and therefore facilitate learning. Whether you are thinking at the course or assignment level, consider the following approaches to addressing and reducing cognitive load. 

Apply Load Reduction Instruction for Novice Learners

(Martin & Evans, 2020)

Load Reduction Instruction is a strategy introduced by Martins & Evans (2020) primarily to address extraneous cognitive load for novice learners. It works from the theory that students need support with managing both intrinsic cognitive load–the inherent difficulty of the material–and extraneous cognitive load, which refers to the way the material is presented and can hinder learning. By creating a systematic process for learning new material, students are guided through this early phase of learning. As these processes become automated (with practice), the load reduction instruction can be replaced with self-regulated learning (Martin & Evans, 2020). 

Steps: 

1. Difficulty Reduction: Reduce the difficulty of instruction during initial learning

2. Support and Scaffolding: Provide instructional support and scaffolding 

3. Practice: Integrate multiple opportunities for structured practice 

4. Feedback-Feedforward: Provide constructive feedback on work completed that can be applied to future work 

5. Guided Independence: Once feedback and support have been provided, include opportunities for students to work on their own

Introduce, Model, and Practice Cognitive Strategies 

A cognitive strategy is a mental process used to achieve a goal. For example, if a student’s goal is to write better academically, their cognitive strategies might be brainstorming and outlining (Cognitive Strategies, 2009). Successful learners are able to use and internalize more cognitive strategies while still being able to adapt their use when necessary (Cognitive Strategies, 2009). This ability to reflect on mental processes is called metacognition. 

Ask “Meta-learning” questions (Colthorpe et al., 2018)

Guiding students through the metacognitive process of learning will help them both become better learners in general and also assist in the development of long-term learning of the course material. Consider including space for the following questions. These could be used as minute reflections, online discussion threads, or opportunities for peer reflection during lecture breaks. 

Questions to ask early in the semester: 

• Identify one concept you didn’t understand in the last two weeks of lecture. Briefly describe that concept. Describe what action you will take to clarify your understanding. 
• Write one thing that has hindered your learning recently. What could you do in the future to reduce the impact of this hindrance? 

Questions to ask at midterm: 

• As we approach mid-semester, have you made any study goals for yourself, and if so, what are they? 
• What specific strategies will you be using to help you achieve your goals on the midterm exam? 

Questions before finals:

• Think back to the study strategies you used on the midterm exam. What were the results? How do you plan on adapting those strategies as you prepare for the final? 
• Think back to the strategies you used over the course of the semester–these could be problem-solving strategies, study strategies, or reading and understanding strategies. What worked and what didn’t? What could you apply to your classes next semester? 

Next Steps 

Considering cognitive load theory when creating and delivering course material is a research-supported strategy for improving student learning. The Learning and Teaching Consultants can help you redesign class activities and course materials to better support your students’ learning processes. Please contact LSA Learning and Teaching Consulting for support. 

References: 

Cognitive Strategies. (2009). In E. M. Anderman & L. H. Anderman (Eds.), Psychology of Classroom Learning: An Encyclopedia (Vol. 1, pp. 209-214). Macmillan Reference USA. https://link-gale-com.proxy.lib.umich.edu/apps/doc/CX3027800063/GVRL?u=umuser&sid=bookmark-GVRL&xid=af834c31.

Colthorpe, K., Sharifirad, T., Ainscough L., Anderson, S., & Zimbardi, K. (2018) Prompting undergraduate students’ metacognition of learning: implementing ‘meta-learning’ assessment tasks in the biomedical sciences. Assessment & Evaluation in Higher Education, 43(2), 272-285. DOI: 10.1080/02602938.2017.1334872. 

Martin, A. J., & Evans, P. (2018). Load Reduction Instruction: Exploring a framework that assesses explicit instruction through to independent learning. Teaching and Teacher Education, 73, 203–214. doi:10.1016/j.tate.2018.03.018.

Tindall-Ford, S., Agostinho, S., & Sweller, J. (Eds.). (2019). Advances in Cognitive Load Theory: Rethinking Teaching (1st ed.). Routledge. https://doi-org.proxy.lib.umich.edu/10.4324/9780429283895

Zakrajsek, T. (2023, April 24). Cognitive load: A fundamental key to student learning. The scholarly teacher.https://www.scholarlyteacher.com/post/cognitive-load-a-fundamental-key-to-student-learning#:~:text=Extraneous%20cognitive%20load%20pertains%20to,a%20distraction%20

from%20intended%20learning.