Maximizing learning using cognitive load theory

  • Robert Bledsoe
  • Deborah Richardson

Abstract

This article describes how limitations of the human information processing system impact learning, and proposes that cognitive load theory (CLT) deserves more attention in educational development as a tool to respond to challenges posed by these limitations. Furthermore, we suggest that CLT can be used categorize and explain the effectiveness of many evidence- based teaching practices currently in use.

Published
2020-12-09