Cognitive Load Theory and Implications for Learning and Instruction

Cognitive Load Theory (CLT; Sweller, Ayres, & Kalyuga, 2011) originated in the 1980s and has become a very influential theory in the field of learning and instruction. The central tenet of CLT is that learning will be most effective when learning materials are designed in such a way that the limitations of our working memory are taken into account. CLT has led to the development of several principles for the design of effective learning tasks and training programs, some of which are also relevant for the design of performance support tools. Recently, CLT has also started to address collaborative learning. This presentation will provide an introduction into CLT and its implications for the design of learning tasks and training programs. It will also focus on the measurement of cognitive load and the interpretation of those measures. 

Tamara van Gog is endowed professor of Educational Psychology at the Institute of Psychology of the Erasmus University Rotterdam. She holds a Master degree in Developmental and Educational Psychology from Tilburg University (2001) and a PhD in Educational Technology from the Open University of the Netherlands (2006). She is a Vidi laureate and a member of the Young Academy of the Royal Netherlands Academy of Arts and Sciences.