Introduction
Cognitive Load Theory (CLT) explains that memory mechanisms are designed to absorb only a limited amount of information, so combined activities must be responsibly managed. CLT indicates that to maximize learning and recall, the cognitive load must be reduced to avoid derealization and reduce mental effects due to the abundance of data (Houichi & Sarnou, 2020). Taking CLT principles into consideration will allow for regulating educational activities and organizing sensory load processes.
Discussion
Reading a book is a complex process that requires input from the sensory and nervous systems. The sensory system is responsible for receiving information, recognizing it, and conducting it to the nerve centers. The nervous system processes this information and responds – we understand what is written in a book, and we retain this information. In addition, we receive tactile information on the periphery – the book’s weight, the paper’s quality, and the cover. Since the primary purpose of reading is to understand and retain the information we receive, we spend much energy on these processes. Connecting listening to music to this type of activity can have two effects.
First, music can make the reading process difficult because of its volume and the presence of words in the songs. Music that is too loud will put pressure on the eardrum, and the level of auditory sensory load will be high enough to cause a headache. The words in the song will also interfere with the process of perceiving the visual information because there will be too much load requiring comprehension simultaneously. Therefore, in this context, doing both is difficult to be compatible. Secondly, music may not interfere with the reading process if it consists of a quiet melody or contains no words. It can reinforce associations with what has been read, reinforcing the book’s image and creating a complete picture (Paas & van MerriĂ«nboer, 2020). This will increase the sensory load, but it will also create stronger neural connections in the associative areas of the cortex.
Multisensory teaching methods are educational strategies that focus on developing each sensory system to reinforce memory and fully immerse students in the discipline. Multisensory learning allows to development of associative thinking by reinforcing information on multiple levels. For example, not only writing words down but also speaking them out and reinforcing them visually with pictures or photographs can be used to memorize them. With the help of play activities, it is possible to demonstrate the word – show it without words. This kind of teaching will create an environment in which students will find their way of knowing information and will be able to learn it later.
Conclusion
The teacher’s task is not only to give information but also to explain the principles of learning and to work with it. Implementing multisensory learning is possible by organizing the main and extrinsic cognitive load (Kirschner et al., 2018). This means first forming a definition or precise indication of an object and then building up additional attributes of the information afterward. This way, cognitive relationships can be developed to help students cope with new information that will gradually emerge as learning continues. Multisensory learning can also be integrated by creating interactive classroom activities to reinforce the skills learned (Kirschner et al., 2018). Complex subjects such as physics or chemistry can be experiments or experiments; in literature, it can be poetry performances or trips to the theater. This kind of learning is a way to create opportunities for students to realize their academic talents.
References
Houichi, A., & Sarnou, D. (2020). Cognitive load theory and its relation to instructional design: Perspectives of some Algerian university teachers of English. Arab World English Journal, 11(4) 110-127. Web.
Kirschner, P. A., Sweller, J., Kirschner, F., & Zambrano R, J. (2018). From cognitive load theory to collaborative cognitive load theory. International Journal of Computer-Supported Collaborative Learning, 13(2), 213–233. Web.
Paas, F., & van Merriënboer, J. J. G. (2020). Cognitive-load theory: Methods to manage working memory load in the learning of complex tasks. Current Directions in Psychological Science, 29(4), 394–398. Web.