In a world filled with complexity, it’s easy to feel overwhelmed by an abundance of information. This is a common experience because our working memory, which is our mental workspace, has a limited capacity for processing information.
When the demands on working memory (cognitive load) are too high, learners may become frustrated and give up, or they may struggle to comprehend the material. According to cognitive load theory, some level of cognitive load is necessary during learning, known as inherent cognitive load. This friction and challenge can actually benefit learners.
However, extraneous cognitive load is not helpful as it does not contribute to the learning process. By reducing the extraneous cognitive load required to acquire new knowledge and skills, learners can experience greater success. Learning designers and facilitators have the power to control this type of cognitive load. Here are some strategies you can use to reduce extraneous cognitive load.
1. Maximize the Signal to Noise Ratio
Imagine the signal as the key message you want to convey, and the noise as the extraneous information that distracts from learning. You can decrease extraneous cognitive load by simplifying and removing unnecessary complexity and distractions.
Noise during learning includes things like unclear instructions, a cluttered user interface, or visually overwhelming layouts. Essentially, anything that is not essential to the learning task should be minimized to preserve the learner’s cognitive resources. In a well-known article, Mayer and Moreno (2003) refer to this approach as “weeding,” where all unnecessary content is removed to focus solely on the learning task.
2. Promote Generative Strategies
Generative strategies, such as elaboration, shift the responsibility for learning onto the individual. Elaboration occurs when learners expand on a concept in their own words to make it more relatable to their experience. This process can reduce cognitive load for some learners.
In eLearning, you can use techniques like the query method to prompt learners to reflect on key concepts and submit their own sentences. Studies have shown that incorporating low-level elaboration queries can enhance knowledge organization and application in training.
3. Write Concisely
Concise writing is a simple way to reduce cognitive load, even though it may require more effort to condense information. Long-winded explanations, confusing instructions, and irrelevant content can overwhelm cognitive resources. Using only the necessary words to explain a concept is a good rule of thumb.
Research has shown that providing brief summaries along with explanations can improve learning retention and transfer compared to lengthy passages without summaries.
4. Provide Scaffolding (Supplantive Strategies)
Scaffolding is a strategy to reduce cognitive load by offering assistance with learning tasks and gradually fading this assistance as learners become more proficient. Online instruction can incorporate hints and guidance for challenging tasks to support learners in their learning journey.
Studies have explored using tailored tutoring to scaffold learning tasks for students, resulting in more effective learning outcomes. Similar approaches can be applied in diverse organizational settings.
5. Create Opportunities for Collaborative Learning
Collaborative learning can help distribute cognitive processing across a group, making learning more efficient, especially with complex content. Assigning group tasks that require interaction and discussion among members can lead to deeper learning under conditions of high cognitive load.
Online platforms can facilitate collaborative learning through synchronous video conferencing or asynchronous forums, promoting meaningful interactions and shared knowledge construction.
6. Provide Cognitive Aids
Cognitive aids are tools or materials that assist in offloading some demands on working memory. These aids can include checklists, worked examples, quick-reference glossaries, and concept maps to enhance learning and reduce cognitive load.
By embracing these strategies, you can design learning experiences that reduce extraneous cognitive load and enhance the overall learning process for your audience.
References:
- Clark, R., Nguyen, F., and J. Sweller (2005). Efficiency in Learning: Evidence-Based Guidelines to Manage Cognitive Load.
- Cuevas & Fiore (2014). Enhancing learning outcomes in computer-based training via self-generated elaboration. Instructional Science; Vol. 42 Issue 6, p839-859.
- Greer, McCalla, Cooke, Collins, Kumar, Bishop, & Vassileva, (2000). Integrating cognitive tools for peer help: The intelligent intraNet peer help-desk project. In S.P. Lajoie, eds, Computers as Cognitive Tools (Vol.2): No More Walls, Vol. 5, pp. 69–96. Mahwah, NJ: Erlbaum.
- Jonassen (1988). Learning strategies in courseware. In David H. Jonassen (Ed.), Instructional designs for microcomputer courseware, (pp. 151-181). Hillsdale:NJ. Lawrence Erlbaum Associates, Publishers.
- Kirschner, F., Paas, F., & Kirschner, P (2009). A Cognitive Load Approach to Collaborative Learning: United Brains for Complex Tasks. Educational Psychology Review, Volume 21, Issue 1, pp 31–42.
- Mayer, Bove, Bryman, Mars, and Tapangco (1996). When Less Is More: Meaningful Learning From Visual and Verbal Summaries of Science Textbook Lessons. Journal of Educational Psychology, 1996, Vol. 88, No. 1,64-73.
- Mayer & Moreno (2003). Nine Ways to Reduce Cognitive Load in Multimedia Learning. Educational Psychologist, 38(1), 43–52.
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