Topic outline
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It is not essential to fully understand the ins and outs of Cognitive Load Theory (CLT), but it is important to be aware of its implications in educational multimedia. CLT covers a very broad range of concepts but we will only be focusing on a few of them for the purposes of this module.
CLT proposes that the brain has limited working memory capacity for processing information at any one time. This processing occurs through multiple sensory channels, working memory and long-term memory, each with their own capacities.
For further understanding on how the different categories of cognitive load relate to teaching and learning, this 2m 38s video provides an understandable explanation of this theory.
(Image sourced from The Learning for Life Partnership)
Thoughtfully managing cognitive load between these channels and areas of memory is crucial for helping students process and organise information more efficiently. Additionally, it is essential to manage students' working memory capacity to reduce mental fatigue. This thoughtful approach to teaching will significantly enhance their learning experience.
Due to the considerable impact of these concepts, CLT informs many different principles and approaches to multimedia learning. The next section of this module covers several multimedia learning principles informed by CLT that focus on effectively managing different types of cognitive processing.
Many factors influence mental fatigue and, consequently, your students' working memory capacity. In online multimedia teaching, one of the most significant factors is audio quality. The Audio Quality and Podcasting module explains why this is the case.
However, it is important to remember that any extraneous or unnecessary cognitive processing that your students need to do to consume your educational multimedia can cause mental fatigue, leading to reduced efficacy of the content.
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