Cognitive Load and its Value in Instructional Design comprehensive ppt.

1. COGNITIVE LOAD AND ITS
VALUE IN INSTRUCTIONAL
DESIGN
Presenter: ABDUL KHALIQ SHAHEEN
PhD Education Scholar (2nd Semester, Spring-
2022)
Evaluator: DR. MUHAMMAD ISHAQ
DEPARTMENT OF EDUCATION, FACULTY OF SOCIAL SCIENCES,
MOHI-UD-DIN ISLAMIC UNIVERSITY NERIAN SHARIF AJ&K

2. Cognitive Load
Cognitive load is the amount of
mental resources used in working
memory to perform various tasks.

3. Working Memory
Only 5 – 9 items can be stored in working memory at
one time and only 2 – 4 items can actually be
processed simultaneously (Wolfok, 2014).
Attention filters all sensory input and determines what
input will be selected for further processing.
Rehearsal and integration with existing knowledge aid
in transferring new material to long term memory.
If information is not attended to in the working memory
within 15 seconds it is discarded (Guyan, 2013)

4. Cognitive Load
Intrinsic Cognitive Load refers to the amount of
cognitive resources that a person would need to
transfer new information to the long term memory
Germane Cognitive Load comes from the deep
processing of new information by organizing,
integrating and connecting it with existing knowledge.
(Clark, 2014)
Extraneous Cognitive load can create all sorts of
havoc on working memory. It creates distractions and
disrupts the working memory from processing new
information.
Intrinsic Load + Germane Load + Extraneous Load <
Working Memory (Guyan, 2013)

5. Value/Importance of Cognitive load in
Instructional Design
Focu
s
By Understanding extraneous
cognitive load, designers are
able to better create a
learning environment that
eliminates distraction and
helps learners focus on the
material to be learned.

6. Value/Importance of Cognitive load in
Instructional Design…….
Experience
Understanding the impact that
experience has on cognitive load
helps designers to tailor learning
environments that are more
relevant to learners’ needs. By
designing with experience in mind
, the designer can help avoid
overwhelming learners with less
experience or creating a reversal
effect in more experienced
learners.

7. Value/Importance of Cognitive load in
Instructional Design…..
Limitation
By understanding that
working memory has a
limited capacity for
processing and retaining
new information, designers
are able to use tactics (like
dual modality) to increase
the effectiveness of their
learning design.

8. Effective Design Principles to Manage
Cognitive Load
Modality
Principle
Use audio narration to describe
graphics instead of on screen text so
that learners do not get overloaded
by trying to process multiple visual
inputs at one time.
Split
Attention
Effect
Have related information integrated
in one area of a course instead of
being spread out in multiple locations
which causes learner to work harder
to make connections between
material

9. Effective Design Principles to Manage
Cognitive Load…..
Redundanc
y Effect
Use only one method/mode of
presentation (Visual or auditory) for
concepts that are easily understood
to eliminate redundancy.
Expertise
Reversal
Effect
Eliminate graphic and learning supports
that may overload more experienced
learners with unnecessary information.
Worked
example
effect
Replace some practice problems with
worked examples allowing cognitive load
to be reduced for learners who lack
strong problems solving skills.

10. References

11. Thanks