Cognitive Load theory

Cognitive load theory (Sweller, John,1988) was created by cognitive scientists as a theory and concept that focused on how much mental energy is used by the human brain and its working memory.

This means that goal based objectives in applications can sometimes demand a lot of effort which can be related to bad design, interface features, complicated information or an application is too high tech and the user isn't familiar with the new features.

Cognitive load can lead to many usability issues which can be avoided if the interface or the product features guides, assistance and an organised information structure that aids the user instead of adding more complexity.

Problems related to cognitive load can mean that users may not return to use the application/service and may lead to a bad relationship with the service provider.

Key principles

“Specific recommendations relative to the design of instructional material include:

1. Change problem solving methods to avoid means-ends approaches that impose a heavy working memory load, by using goal-free problems or worked examples.

2. Eliminate the working memory load associated with having to mentally integrate several sources of information by physically integrating those sources of information.

3. Eliminate the working memory load associated with unnecessarily processing repetitive information by reducing redundancy.

4. Increase working memory capacity by using auditory as well as visual information under conditions where both sources of information are essential (i.e. non-redundant) to understanding.” (Sweller, J., Instructional Design in Technical Areas, (Camberwell, Victoria, Australia: Australian Council for Educational Research (1999).

References

Sweller, J., Cognitive load during problem solving: Effects on learning, Cognitive Science (1988).

Sweller, J., Instructional Design in Technical Areas, (Camberwell, Victoria, Australia: Australian Council for Educational Research (1999).