Abstract
Cognitive Load Theory pioneered by John Sweller, aims highlights how the cognitive load impacts the learning and to process new information and to create long term memories. By understanding the principles behind cognitive load theory, teachers can optimize the way they present novel ideas to students to make them easier for their audience to understand. Applying Cognitive Load theory in education ensures that instructional methods align with cognitive capacities, leading to improved learning outcomes. This paper examines and explores the fundamental principles of Cognitive Load Theory, the types of cognitive load and explore the classroom implications of cognitive load theory.
Keywords: Cognitive load theory, intrinsic load, extraneous load, germane load, instructional design, working memory
CITE THIS ARTICLE
APA (7th edition): Shainy Mole, P. T. (2025). Optimizing learning: The role of cognitive load theory in instructional design. Journal of Pedagogical Innovations in Teacher Education, 1(2), 103–111. https://jpita.mitc.ac.in/2025/01/10/shainymolpt/
MLA (8th edition): Shainy Mole, P. T. “Optimizing Learning: The Role of Cognitive Load Theory in Instructional Design.” Journal of Pedagogical Innovations in Teacher Education, vol. 1, no. 2, 2025, pp. 103–111, https://jpita.mitc.ac.in/2025/01/10/shainymolpt/.
Chicago (17th edition) – Author-Date: Shainy Mole, P. T. 2025. “Optimizing Learning: The Role of Cognitive Load Theory in Instructional Design.” Journal of Pedagogical Innovations in Teacher Education 1 (2): 103–111. https://jpita.mitc.ac.in/2025/01/10/shainymolpt/.
Harvard: Shainy Mole, P. T. (2025) ‘Optimizing Learning: The Role of Cognitive Load Theory in Instructional Design’, Journal of Pedagogical Innovations in Teacher Education, 1(2), pp. 103-111. Available at: https://jpita.mitc.ac.in/2025/01/10/shainymolpt/ (Accessed: 29 April 2025).