Applying cognitive load theory to the design of web-based instruction

  • Authors:

  • Susan Feinberg;Margaret Murphy

  • Affiliations:

  • Usability Testing and Evaluation Center, Illinois Institute of Technology, Chicago, IL;Usability Testing and Evaluation Center, Illinois Institute of Technology, Chicago, IL

  • Venue:
  • IPCC/SIGDOC '00 Proceedings of IEEE professional communication society international professional communication conference and Proceedings of the 18th annual ACM international conference on Computer documentation: technology & teamwork
  • Year:
  • 2000

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Abstract

Cognitive load theory can inform the design of web-based instruction. The basic premise of cognitive load theory is that the focus of an instructional module must be the instruction itself. Information that is adjunct to the instruction must be designed to minimize cognitive load and enhance working memory. Because the mental resources of working memory can be overloaded, any information that ignores cognitive load may interfere with the process of acquiring knowledge and skills. Instruction that effectively presents the learning to our working memory has an impact on our ability to store knowledge and skills in our long-term memory. Everything that we "know" is held in our long-term memory. Our team applied the principles of cognitive load theory to the design our instructional web site and discovered that cognitive load theory provides a sound baseline for the design of effective web-based instruction. Further, to effectively enhance web-based instruction, the graphical user interface and multimedia formats must be developed in consideration of cognitive load principles.