Presentation about Cognitive Load Theory and application of CLT in education.

1. Presenters: CHARIZ P. VEDASTO and KIMBERLY JOY A. PANAGA
EDUC 402 – Advanced Sociological and Psychological Foundation

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3. Cognitive Load Theory
✓ Cognitive Load Theory (CLT) is an
instructional design theory that deals
with how the human brain processes
and stores information.

4. Cognitive Load Theory
✓ According to John Sweller, who proposed
the Cognitive Load Theory in the late
1980s, the best learning occurs when the
learning environment is aligned with the
human cognitive capacity.

5. ✓The CLT revolves around some of the well-
known theories about how we process and
store information.
The human
memory is divided
into long-term
memory and
working memory.
Processing of
new knowledge
leads to
cognitive load.
Content
knowledge is
stored in the form
of schemas in long-
term memory.

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7. Cognitive Load
✓ Cognitive Load is referred to as the
amount of information that our
working memory capacity can hold at
one time.

8. Cognitive Load
✓ Sweller argues that human memory has a
limited capacity; therefore, instructional
procedures need to avoid overloading it
with those activities that don’t directly
enhance learning.

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10. Intrinsic Cognitive Load
Reducing Intrinsic Load:
✓ Altering the nature of
learning material or by
changing the cognitive
tasks or the act of
learning itself.
● Intrinsic load indicates
the inherent difficulty
of the learning task,
which mostly occur
due to the prior
knowledge of the
topic.

11. Extraneous Cognitive Load
The extraneous load can be
increased or reduced based
on several factors – the type
of task, whether the
students has difficulties
with attention, attentional
demands for task, etc.
● Extraneous load is a
kind of load created
due to the way the
instructional materials
are presented, which
does not help in the
learning process.

12. Germane Cognitive Load
Example of Germane
Load:
✓ Creating diagrams and
flowcharts to perform
complex tasks.
● Germane load includes
the components that
help the processing of
information and
contribute to the long-
lasting construction of
schema.

13. Depending on its nature, cognitive load can either
be helpful or detrimental in learning. Hence, for
an effective learning process, one must:
✓Optimize extraneous cognitive load;
✓Manage intrinsic cognitive load; and
✓Promote germane cognitive load.

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15. Information Processing Model
SENSORY
MEMORY
WORKING
MEMORY
LONG-TERM
MEMORY
Incoming
Information
Encoding
Retrieval
Rehearsal
Forgotten
Forgotten

16. The aim should be to move knowledge
to long-term memory because when a
student is exposed to new material,
they can draw on this previous
knowledge and cognitive load is
reduced.

17. Indications of working memory failure
include:
▪ incomplete recall
▪ failing to follow instructions
▪ place-keeping errors
▪ task abandonment

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19. Cognitive Load Theory is applied in educational
setting to enhance the teaching and learning
process. By considering the limitations of
learners’ cognitive resources and how they
process information, educators and
instructional designers can create more
efficient and engaging learning experiences.

20. Applications of CLT in Education
Content Presentation
✓ Teachers structure
lessons and course
materials to reduce
cognitive load.
Clear Instructions
✓ Providing clear and
concise instructions is
essential.

21. Applications of CLT in Education
Multimodal Learning
Materials
✓ Instructional designers
can choose the most
appropriate medium for
presenting content.
Scaffolding
✓ Educators can provide
learners with step-by-
step solutions to
problems.

22. Applications of CLT in Education
Interactive Learning
Activities
✓ Incorporating interactive
elements can help
learners practice what
they've learned.
Adaptive Learning
✓ Educators can adjust
the level of difficulty
based on individual
learners' progress.

23. Applications of CLT in Education
Redesigning Learning Materials
✓ If instructional materials have
a high level of redundancy or
force learners to split their
attention, they should be
redesigned to reduce
extraneous cognitive load.
Prior Knowledge
✓ Connecting new information
to what learners already
know can help reduce
cognitive load, as they can
anchor new knowledge to
existing mental structures.

24. Thank you
for listening!

25. References:
● https://www.structural-learning.com/post/cognitive-
load-theory-a-teachers-guide
● https://www.kosmotime.com/cognitive-load
● https://my.chartered.college/impact_article/cognitive-
load-theory-and-its-application-in-the-classroom