Instructional Message Design, Volume 1
Document Type
Chapter
Publication Date
10-2019
DOI
10.25777/emkm-dw59
Publication Title
Instructional Message Design: Theory, Research, and Practice (Vol. 1)
Pages
27 pp.
Abstract
Although theoretical in basis, Cognitive Load Theory (CLT) is pragmatic in nature. Its goal, as it relates to instructional message design, is to present information in a way that enables the learner to process it as efficiently as possible and add it to their brain as learned information. This process relies on the brain for memory, which is separated into two component parts – working memory and long-term memory. Both of these forms of memory are required to connect new information to information that is known – which are essential elements in the learning process. To do this, information that detracts from processing is discouraged, information that assists in processing is encouraged, and any complexity inherent to the learning is presented at a level that is appropriate (Chandler & Sweller, 1991; Sweller, 2008; Sweller, van Merrienboer, & Paas, 1998).
Repository Citation
Emory, Bethany, "Chapter 2: Cognitive Load Theory and Instructional Message Design" (2019). Instructional Message Design, Volume 1. 12.
https://digitalcommons.odu.edu/instructional_message_design/12
Included in
Adult and Continuing Education Commons, Educational Psychology Commons, Educational Technology Commons, Instructional Media Design Commons
Comments
Rights: CC BY-NC-ND: Attribution-NonCommercial-NoDerivs
https://creativecommons.org/licenses/by-nc-nd/3.0/us/