Cognitive load, an intricate term that alludes to the mental effort required to process information in working memory, is a significant concern in educational multimedia. In fact, the load can hinder learning and retention if instructional designers do not design multimedia content that supports learning. To ensure that educational multimedia does not act as an impediment to learning, designers must keep in mind two key approaches to address cognitive load: chunking and signaling.
Chunking is a process that involves breaking down complex information into smaller, more manageable pieces or chunks. It reduces cognitive load by decreasing the amount of information that learners must process simultaneously, thereby making learning more effective. To chunk information, designers may use bullet points or diagrams to simplify the content (Skulmowski & Xu, 2021). They can also design multimedia that enables learners to interact with the content in a meaningful way. For instance, a video that periodically pauses to allow learners to perform tasks or answer questions is an excellent way to break up the information into smaller chunks and make it more memorable.
Signaling, another effective way to reduce cognitive load, uses visual or auditory cues to guide learners’ attention to essential information. Signaling is an effective way to minimize cognitive load because it helps learners focus on the most important information while ignoring irrelevant details. Designers may highlight critical points using bold or italicized text, animations that draw attention to crucial elements of a chart or diagram, or audio or visual cues that indicate when learners should pay attention or take note of something (Krell et al., 2022). For instance, a voiceover that says “pay attention” or a flashing icon that indicates an important point can help learners to focus on the most important information.
While cognitive mapping is a useful tool for instructional designers, it may not be effective in decreasing cognitive load. Cognitive mapping involves creating visual representations of the relationships between different pieces of information. Although it can help organize complex information and reduce cognitive load, it is not always practical or effective in all situations (Lovell, 2020). Certain types of information may not lend themselves well to visual representation, and learners may find it challenging to create and use cognitive maps effectively. Furthermore, cognitive mapping may not be effective in reducing cognitive load for all learners. Some learners may find it difficult to create and use cognitive maps, or they may simply prefer other learning strategies (Tindall-Ford et al., 2019). Therefore, instructional designers should consider a variety of approaches to reduce cognitive load, including chunking and signaling, to reach as many learners as possible.
Understanding cognitive load is critical for instructional designers creating effective educational multimedia. The brain’s limited processing capacity necessitates optimizing information presentation, including chunking and signaling. These techniques break down complex information and guide learners’ attention to important points, reducing cognitive load and improving learning outcomes (Krell et al., 2022). Instructional designers must balance the benefits of these tools with potential drawbacks, such as over-reliance on multimedia or loss of critical thinking skills.
In conclusion, instructional designers should always keep cognitive load in mind when creating educational multimedia. Two essential strategies that designers should use are chunking and signaling, as they have proven to be effective in reducing cognitive load. Designers may break down complex information into smaller chunks or use visual or auditory cues to guide learners’ attention to critical information. Although cognitive mapping can be a helpful tool, it may not be practical or effective in all situations. Instructional designers should consider a variety of strategies to reduce cognitive load to ensure that they are supporting learners’ understanding and retention of the material.
References
Krell, M., Xu, K. M., Günter Daniel Rey, & Paas, F. (2022). Recent approaches for assessing cognitive load from a validity Perspective. Frontiers Media SA.
Lovell, O. (2020). Sweller’s cognitive load theory in action. John Catt Educational Ltd.
Skulmowski, A., & Xu, K. M. (2021). Understanding cognitive load in digital and online learning: a new perspective on extraneous cognitive load. Educational Psychology Review, 34. Web.
Tindall-Ford, S., Agostinho, S., & Sweller, J. (2019). Advances in cognitive load theory. Routledge.