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ERIC Number: EJ874567
Record Type: Journal
Publication Date: 2010-Mar
Pages: 30
Abstractor: As Provided
Reference Count: 191
ISBN: N/A
ISSN: ISSN-0020-4277
Cognitive Load Theory, Educational Research, and Instructional Design: Some Food for Thought
de Jong, Ton
Instructional Science: An International Journal of the Learning Sciences, v38 n2 p105-134 Mar 2010
Cognitive load is a theoretical notion with an increasingly central role in the educational research literature. The basic idea of cognitive load theory is that cognitive capacity in working memory is limited, so that if a learning task requires too much capacity, learning will be hampered. The recommended remedy is to design instructional systems that optimize the use of working memory capacity and avoid cognitive overload. Cognitive load theory has advanced educational research considerably and has been used to explain a large set of experimental findings. This article sets out to explore the open questions and the boundaries of cognitive load theory by identifying a number of problematic conceptual, methodological and application-related issues. It concludes by presenting a research agenda for future studies of cognitive load.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A