Cognitive load theory is a learning theory from the field of cognitive psychology that regards working memory as a decisive factor for effective learning. In order to make optimal use of the limited capacity of working memory, the learner’s attention should be focused on the learning content and the optimal processing of knowledge.
Against this background, numerous studies have been conducted on learning with images and animations. The cognitive load theory is interesting because it is empirically oriented and addresses numerous design issues in everyday design.
Literature
- SWELLER, John (1999): Instructional Design. Camberwell, Victoria: ACER Press (Australian Education Review 43).
- MAYER, Richard E. (2001): Multimedia Learning. Cambridge: Cambridge University Press.