Cognitive Load Theory

A theory that explains how the limited capacity of working memory constrains the processing of new information during learning and how instructional design can manage three types of cognitive load—intrinsic (task complexity), extraneous (instructional inefficiency), and germane (schema construction)—so as to maximize effective encoding into long-term memory.

A psychological model that describes limits of working memory and classifies types of cognitive load—commonly intrinsic (task complexity), extraneous (instructional or presentation-induced inefficiency) and germane (resources devoted to schema construction)—to guide structuring information and instructional designs that reduce overload and support learning.

A theory that describes how the limited capacity of working memory constrains learners' ability to process, integrate, and retain information during instruction or information‑search tasks; it distinguishes types of load produced by task complexity, instructional design, and learner activity and guides design to reduce unnecessary processing.

A cognitive‑psychology framework that describes how the limited capacity of working memory constrains learning and decision performance; cognitive load is conceptualized in types (intrinsic, extraneous, germane) and instructional or system design should manage these loads to support learning and reliable decision‑making under complexity.