Psychology
Undergraduate
Cognitive Load Theory and the Design of Instructional Materials
Cognitive load theory holds that instructional design should minimise demands on working memory that do not contribute to learning. This essay examines the distinction between intrinsic, extraneous and germane load, reviews the worked-example and split-attention effects, and considers the expertise-reversal effect as a genuine constraint on the theory's prescriptions.
694 words
3 min read
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