Cognitive load theory was developed from the work of Australian educational psychologist John Sweller (1994), and is based on the types of information held in working memory at any one time.
The theory offers an empirically grounded framework for instructional design that aligns with how the human brain processes information. Below, we outline what cognitive load theory entails and its impact on the learning design process.
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This graphic shows how information can move through the working memory.
At the heart of cognitive load theory is our understanding of the human cognitive architecture. New information is first processed in working memory, which is highly limited in capacity and duration; only when processed appropriately can it be transferred into long‑term memory, which appears to have a very large (sometimes described as effectively unlimited) capacity. Working memory differs from short‑term memory in that it is the site of active processing (not just storage) and is where conscious learning happens. Once information is stored in long‑term memory, it can later be retrieved into working memory when required for use. If information never achieves long‑term storage, the brain may gradually discard it in favour of what it judges more relevant (and usable).
Working memory’s constraints are stark: estimates suggest that most people can process only around 4 to 7 “chunks” of new information at once (or even fewer when manipulation is required). For learning designers, this means that we must build sequences that deliberately respect these capacity limits.
Our working memory is made up of three distinct but interrelated types of cognitive load:
This refers to the inherent complexity of the material and the interactivity of its elements—how many things the learner must hold and relate simultaneously. It is influenced by the subject matter and the learner’s prior knowledge, meaning a novice will incur greater intrinsic load. For example, take the calculations “2 + 2” and “45 × 76”. The former presents low intrinsic load, whereas the latter demands more processing and thus higher intrinsic load.
What this means for learning designers -> Since designers have relatively little control over the subject complexity, you must instead help learners manage it through effective sequencing and scaffolding.
This is the load imposed by the way the material is presented—anything that does not contribute directly to learning but consumes working‑memory capacity nonetheless. Examples of this include an overly complex layout, irrelevant animations, split‑attention demands, and redundant information.
What this means for learning designers -> Learning designers can make a substantial impact in reducing extraneous load by freeing working memory to engage in genuine learning, rather than struggling with inefficient design.
Often described as the desirable load, germane load is the mental effort devoted to schema construction and automation. In other words, the work of connecting new information and then integrating, organising, and moving it towards long‑term storage. Cognitive load theory suggests we should aim to maximise germane load to the extent working memory allows by reducing extraneous load and managing intrinsic load.
What this means for learning designers -> This is what learning designers should aim for when building out sequences. Germane load contributes to genuine learning and productive thinking, allowing learners to form long-term memories.
As a learning designer working alongside faculty, your job is to design the most effective learning sequence that capitalises on working memory’s capacity and promotes long‑term retention by transfer into germane load. Here are some tips to achieve this:
If the total cognitive load (intrinsic + extraneous) exceeds working‑memory capacity, the transfer of information into long‑term memory (via germane load) is impaired. In practice, learners may become cognitively overloaded and fail to learn effectively. In contrast, well‑designed instruction that manages load enables learners to form schemata, retain knowledge, and later retrieve and apply it.
For digital learning teams and academics building online courses, this theory underpins why insendi emphasises aligning learning design with the architecture of human cognition.
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257‑285.
Sweller, J., van Merriënboer, J., & Paas, F. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10, 251‑296
An introduction to cognitive load theory. (2021). The Education Hub.