Research on Cognitive Load Theory and Its Design Implications for E-Learning

This introduction to the special issue provides a context for the contributing articles. for readers who are not familiar with cognitive load theory (CLT), it provides a very brief description of assumptions regarding memory systems and learning processes, different types of cognitive load (intrinsic, extraneous, and germane), and design implications. Whereas traditional CLT research focused on instructional methods to decrease extraneous cognitive load that is not directly relevant for learning, contributions to this special issue represent wider perspectives that reflect new developments in CLT. These articles have been organized into three categories: (a) methods to decrease intrinsic cognitive load, and deal with high-element interactivity materials, (b) methods to increase germane cognitive load that is directly relevant for learning, and (c) methods to deal with differences in learner’s individual levels of expertise and expertise development. To conclude, design implications for (adaptive) e-learning are discussed. In the last decade, cognitive load theory (CLT) has become an established theory in the field of learning and instruction (for overviews, see Kirschner, 2002; Paas, Renkl, & Sweller, 2003, 2004). Recently, more and more applications of CLT have begun to appear in the emerging field of e-learning. At the 2004 Annual Meeting of the American Educational Research Association (AERA) in San Diego, three symposia were organized around this topic: (a) CLT as a Framework Integrating Studies on Multimedia Presentation, Levels of Expertise, and Task Complexity (chaired by Paul Ayres); (c) Scaffolds and Aids for Effective Learning with Multimedia and the Web (chaired by Jan Plass, Roxana Moreno, and Roland Brünken), and (c) Cognitive Measurements to Advance the Design of Optimal Learning Environments (chaired by Richard Mayer). The papers presented in San Diego are examples of the kinds of research currently conducted around the globe on CLT and the design of elearning. Therefore, making this research available to a broader public in a special journal issue was a logical next step. We are grateful that Educational Technology Research and Development accepted our proposal to do just that. The main goal of this introduction is to provide background information on CLT and to place the contributing articles into context. We will first give a very brief description of the assumptions of the theory, regarding memory systems and learning processes, different types of cognitive load, and design implications. Secondly, for each of the contributing articles we will discuss the main research questions, findings, and conclusions, and indicate how they offer new insights into instructional procedures for the design of e-learning. The articles are organized into three categories that focus on