Cognitive Load Theory was developed by educational psychologist John Sweller in the late 1980s. This theory focuses on understanding and managing the mental load individuals encounter during learning . Specifically , it aims to ensure that students utilize their cognitive capacities most effectively in the design of educational materials and teaching methods.

^{An image representing the types of cognitive load theory (Generated with artificial intelligence.)}

Types of Cognitive Load

Cognitive Load Theory divides the mental loads in the learning process into three main categories.

Intrinsic (Intrinsic) Cognitive Load: This load depends on the complexity of the information to be learned and the interactions between elements. For example, solving differential equations requires a higher intrinsic cognitive load than solving addition problems. This load can be modified to a limited extent through instructional design.

Extraneous (Extraneous) Cognitive Load: This relates to the presentation of information and the design of instructional materials. Poorly designed materials can complicate the learning process and create unnecessary cognitive load. For example, a mismatch between text and visuals can distract learners and increase extraneous load.

Affective (Associative) Cognitive Load: This refers to the mental effort expended in structuring learned information in long -term memory and creating schemas. This load contributes positively to the learning process and is intended to be increased.

^{An image representing the types of cognitive load theory (Generated with artificial intelligence.)}

Working Memory and Long-Term Memory

The human mind has a limited capacity to process information. Working memory holds and processes information for the short term , while long-term memory is where information is permanently stored. Effective learning occurs through the successful transfer of information from working memory to long-term memory.

Managing Cognitive Load in Instructional Design

Various strategies can be used to manage cognitive load in the design of educational materials:

• Worked Examples: To model the problem- solving process and reduce the actual cognitive load by providing students with solved examples .

• Modality Effect: Presenting information through both visual and auditory channels enables more effective use of working memory.

• Reducing the Divided Attention Effect: Preventing distraction through integrated presentation of text and visuals.

The Importance of Cognitive Load Theory in Education

Cognitive Load Theory guides instructional design , ensuring students use their cognitive resources effectively. This increases learning efficiency and helps teachers develop more effective teaching strategies that take student cognitive load into account.