Integrating cognitive load theory with other theories, within and beyond educational psychology

Hanham, José; Castro-Alonso, Juan C.; Chen, Ouhao

doi:10.1111/bjep.12612

Cited by 8 publications

(2 citation statements)

References 84 publications

(118 reference statements)

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“…The theory has provided a framework to devise instructional prescriptions based on instructional effects, each of which has been tested using multiple, randomized, controlled trials (see Sweller et al, 2011Sweller et al, , 2019Castro-Alonso et al, 2019aSweller, 2020Sweller, , 2023Hanham et al, 2023). Examples of the use of the instructional effects prescribed by cognitive load theory may be found in Garnett (2020), andLovell (2020).…”

Section: Cognitive Load Theorymentioning

confidence: 99%

Biological evolution and human cognition are analogous information processing systems

Castro-Alonso,

Hidalgo,

Sweller

2024

Front. Psychol.

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The mechanisms that govern biological evolution and human cognition are analogous, as both follow the same principles of natural information processing systems. In this article, we describe the following five principles that provide an analogy between biological evolution and human cognition: (a) Randomness as Genesis Principle and (b) Borrowing and Reorganizing Principle, which indicate how natural information processing systems obtain information; (c) Narrow Limits of Change Principle and (d) Information Store Principle, which indicate how information is processed and stored; and (e) Environmental Organizing and Linking Principle, which indicate how stored information is used to generate actions appropriate to an environment. In human cognition, these analogs only apply to cognitive processes associated with biologically secondary knowledge, the knowledge typically taught in educational institutions. Based on these five principles, cognitive load theory researchers have provided diverse prescriptions to optimize instructional activities and materials. We conclude by discussing general instructional implications and future research directions based on this analogy.

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Section: Cognitive Load Theorymentioning

confidence: 99%

Biological evolution and human cognition are analogous information processing systems

Castro-Alonso,

Hidalgo,

Sweller

2024

Front. Psychol.

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“…A recent publication (2023) highlights the growing recognition of cognitive load theory as an effective theory of instruction. This is underpinned by 40 years of research and is designed to advance what is known about how students learn and how instructional methods should be designed to promote learning effectively ( 12 ).…”

Section: Introductionmentioning

confidence: 99%

Evaluating an obstetrics and gynecology teaching program for medical students incorporating simulation-based education underpinned by cognitive load theory

Atiomo,

Ennab,

Stanley

et al. 2024

Front. Med.

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Although there have been previous publications on curriculum innovations in teaching O&G to medical students, especially utilizing simulation-based education, there have been none, as far as we know, incorporating and evaluating the outcomes using cognitive load theory. The aim of this article was to describe the introduction, implementation, and evaluation of an innovative teaching program in O&G, incorporating simulation-based education, underpinned by cognitive load theory. Cognitive load is defined as the amount of information a working memory can hold at any one time and incorporates three types of cognitive load—intrinsic, extraneous, and germane. To optimize learning, educators are encouraged to manage intrinsic cognitive load, minimize extraneous cognitive load, and promote germane cognitive load. In these sessions, students were encouraged to prepare in advance of each session with recommended reading materials; to limit intrinsic cognitive load and promote germane cognitive load, faculty were advised ahead of each session to manage intrinsic cognitive load, an open-book MCQ practice session aimed to reduce anxiety, promote psychological safety, and minimize extraneous cognitive load. For the simulation sessions, the faculty initially demonstrated the role-play situation or clinical skill first, to manage intrinsic cognitive load and reduce extraneous cognitive load. The results of the evaluation showed that the students perceived that they invested relatively low mental effort in understanding the topics, theories, concepts, and definitions discussed during the sessions. There was a low extraneous cognitive load. Measures of germane cognitive load or self-perceived learning were high. The primary message is that we believe this teaching program is a model that other medical schools globally might want to consider adopting, to evaluate and justify innovations in the teaching of O&G to medical students. The secondary message is that evaluation of innovations to teaching and facilitation of learning using cognitive load theory is one way to contribute to the high-quality training of competent future healthcare workers required to provide the highest standard of care to women who are crucial to the overall health and wellbeing of a nation.

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The Development of Cognitive Load Theory: Replication Crises and Incorporation of Other Theories Can Lead to Theory Expansion

Sweller

2023

Educ Psychol Rev

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Cognitive load theory has been in development since the 1980s. Much of the impetus for that development has come from firstly, replication failures using randomised controlled trials and secondly, from the incorporation of other theories into cognitive load theory. Both have led to theory expansion. The immediate cause of the so-called “replication crisis” in psychology and other disciplines is a failure to replicate previous empirical findings. Using cognitive load theory as an example, I argue that the appearance of contradictory evidence does not necessarily derive from a failure to properly collect data. Rather, it can be caused by initially insufficiently detailed theories, with increasing detail often revealing the reason for a failure to replicate. For cognitive load theory, each failure to replicate, rather than being a negative, contributed to the further development of the theory. In addition, the theory has developed over many years by closely incorporating other theories associated with human cognitive architecture and evolutionary psychology. In this paper, I discuss some of the developmental milestones associated with cognitive load theory and how they were informed by replication failures and theory integration.

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Integrating cognitive load theory with other theories, within and beyond educational psychology

Cited by 8 publications

References 84 publications

Biological evolution and human cognition are analogous information processing systems

Biological evolution and human cognition are analogous information processing systems

Evaluating an obstetrics and gynecology teaching program for medical students incorporating simulation-based education underpinned by cognitive load theory

The Development of Cognitive Load Theory: Replication Crises and Incorporation of Other Theories Can Lead to Theory Expansion

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