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Cognitive load theory, educational research, and instructional design: some food for thought
2009
Instructional Science
Cognitive load is a theoretical notion with an increasingly central role in the educational research literature. The basic idea of cognitive load theory is that cognitive capacity in working memory is limited, so that if a learning task requires too much capacity, learning will be hampered. The recommended remedy is to design instructional systems that optimize the use of working memory capacity and avoid cognitive overload. Cognitive load theory has advanced educational research considerably
doi:10.1007/s11251-009-9110-0
fatcat:5j556cjp5rcl7ac75k4sbliwua