Cognitive load, as applied to Instructional Design, refers to the demands placed on working memory during learning activities. Learners can better take in new information when they can build on what they already understand. Increasing the cognitive processing requirements during learning activities in turn increases the difficulty of processing information in working memory. Learning is optimized when the load on working memory is managed in a way that facilitates transfer to long term memory. Another application of cognitive load theory to training involves consideration of the number of discrete units of information that can be stored in short term memory before information loss becomes an impediment to learning.

The implications of cognitive load theories in training has been studied by the work of John Sweller and various colleagues since the early 90s. Sweller has described three different types of cognitive load.

• Intrinsic cognitive load refers to the subjective difficulty of the content, which will vary from individual to individual based on their aptitudes. For example, learning a new language is intrinsically more or less difficult for various individual. Nuclear physics would be considered by most people more intrinsically difficult than social studies.
• Extraneous cognitive load is the load imposed by the instructional materials. You cannot eliminate extraneous cognitive load, but you should strive to eliminate as much unnecessary extraneous cognitive load as possible. For example, a graphic that supports an instructional goal should be designed so that it does not result in unnecessary cognitive load.
• Germane cognitive load involves the processing, construction and automation of schemas. The learner must make effort to learn new content, and in doing so build knowledge schemas.

Instructional Designers should, as a best practice, minimize extraneous cognitive load and promote effective and efficient germane cognitive load.

Cognitive load, as applied to Instructional Design, refers to the demands placed on working memory during learning activities. Learners can better take in new information when they can build on what they already understand. Increasing the cognitive processing requirements during learning activities in turn increases the difficulty of processing information in working memory. Learning is optimized when the load on working memory is managed in a way that facilitates transfer to long term memory. Another application of cognitive load theory to training involves consideration of the number of discrete units of information that can be stored in short term memory before information loss becomes an impediment to learning.

The implications of cognitive load theories in training has been studied by the work of John Sweller and various colleagues since the early 90s. Sweller has described three different types of cognitive load.

• Intrinsic cognitive load refers to the subjective difficulty of the content, which will vary from individual to individual based on their aptitudes. For example, learning a new language is intrinsically more or less difficult for various individual. Nuclear physics would be considered by most people more intrinsically difficult than social studies.
• Extraneous cognitive load is the load imposed by the instructional materials. You cannot eliminate extraneous cognitive load, but you should strive to eliminate as much unnecessary extraneous cognitive load as possible. For example, a graphic that supports an instructional goal should be designed so that it does not result in unnecessary cognitive load.
• Germane cognitive load involves the processing, construction and automation of schemas. The learner must make effort to learn new content, and in doing so build knowledge schemas.

Instructional Designers should, as a best practice, minimize extraneous cognitive load and promote effective and efficient germane cognitive load.