Cognitive Load Theory (CLT)

Your short-term memory (working memory) can only handle a limited amount of information. When the memory is full, it essentially blocks. The core of the Cognitive Load Theory (CLT) is based on various assumptions about how the brain works. A distinction is made between working memory (short-term memory) and long-term memory. Simply put: only a small amount of information fits in the working memory. When the memory is full, it essentially blocks. It takes time to transfer the information to long-term memory, and only then does space become available in the short-term memory. The extent to which information is burdensome depends on various factors, such as its complexity (superficial vs. deep thinking processes) and how much prior knowledge you have of it. In long-term memory, schemas are created in which new information is applied, which you can refer to when relevant information comes up. That explains, for example, why as an expert in a subject, you can learn new things much faster than when you are a beginner. Below are seven ways to consider cognitive load: • Work with worked examples: By showing worked examples, you place less strain on working memory because the solution procedure only needs to be followed and understood, not discovered. This is called the worked example effect. • Connect to prior knowledge: By connecting to existing prior knowledge, more mental space is left to process and store new information. This is called the element interactivity effect. • Fade out support: For beginners, more extensive instruction is effective, but as students become more skilled, this can become obstructive. Distinguish between beginners and experts. This is called the expertise reversal effect. • Be cautious with unnecessary information: Extra information can be interesting, but it can also heavily burden the working memory. Avoid this by mentioning it, for example, after the instructional part. This is called the redundancy effect. • Combine information: Combine information where possible, for example by showing an example and the steps involved at the same time. This way, the brain does not have to switch continuously. This is called the split-attention effect. • Provide information both audibly and visually: Because the information enters the brain in two ways (dual coding), it is easier to understand and remember. This is called the modality effect. • Encourage visualization: By visualizing information, it is better stored in the brain. In this way, it can be better remembered and recalled. This is called the imagination effect.