Page 141 - Educational Technology A Primer for the 21st Century

132 8 Designing Learning Activities and Instructional Systems
human cognitive architecture and can be used to recommend in instructional
procedures.
Cognitive load theory builds upon the human information processing model and
placed its primary emphasis on relations between working memory and long-term
memory during the 1980s and 1990s. It was developed out of the study of problem
solving by John Sweller in the late 1980s (Sweller, 1988), which differentiates
cognitive load into three types: intrinsic, extraneous, and germane.

8.2.3.1 Intrinsic Cognitive Load
Intrinsic cognitive load is the inherent level of difficulty associated with a specific
instructional topic that cannot be altered due to the nature of the material (Sweller,
1988). However, it needs to be considered in activity design so that knowledge can
be communicated at the right grain size.

8.2.3.2 Extraneous Cognitive Load
Extraneous cognitive load is generated by information presented to learners and is
under the control of learning activity designers (Chandler & Sweller, 1991). It can
be attributed to the design of the learning materials, and it can and should be altered.
Unnecessary information within the text or format may cause an overload in the
working memory and will affect the learner’s storage of information negatively.
Multiple sources of information, unnecessary and comprehensive format, extra
sounds, and long complex explanations are examples of extraneous cognitive load.

8.2.3.3 Germane Cognitive Load
Germane cognitive load is devoted to the processing, construction, and automation
of schemas. It is extra information that can be altered, just like the extraneous
cognitive load. As the intrinsic cognitive load is thought to be permanent, it is
suggested that the learning designers should limit extraneous load and promote
germane load (Sweller, Van Merriënboer, & Paas, 1998). However, germane
cognitive load should be used for necessary schematic construction.

8.2.3.4 Cognitive Load Theory with Learning Activity Design
Cognitive load theory is aimed at providing such explanations.
First, in addition to short-term memory limitations, different kinds of cognitive
load are distinguished. Intrinsic load is that which is inherent in the problem or
situation itself and cannot be manipulated to any significant extent.
Second, the extrinsic cognitive load is that which occurs in the situation context
and which might be reduced or minimized.
Third, the germane cognitive load is that which directs the learner to the essential
features of the problem situation and allows some things to be ignored.
Sweller argued that working memory has a limited capacity, so instructional
methods should avoid overloading it with additional activities, which do not
directly contribute to learning. The learning and instructional design should be used
to reduce cognitive load in learners. When intrinsic or germane load is high (i.e.,