Die Cognitive Load Theory (Sweller, 1988) beschreibt, wie working memory limitations affect learning und performance.
Working Memory Constraints: - Working memory kann nur约 7±2 items halten (Miller, 1956) oder possibly nur 4±1 (Cowan, 2001) - Working memory ist extremely limited – bottleneck für complex cognition - Long-term memory hat essentially unlimited capacity
Drei Arten von Cognitive Load: 1. Intrinsic Load: Inherent difficulty des materials – complexity, element interactivity. Kann nur reduziert werden durch simplifying content本身. 2. Extraneous Load: Unnecessary cognitive burden aus poor instructional design – split attention, redundancy, poor layout. SHOULD BE MINIMIZED. 3. Germane Load: Cognitive effort invested in schema construction und automation – GOOD load, facilitates learning.
Expertise Reversal Effect: - Instructional methods die für beginners helpful sind (worked examples, guided instruction) können hinderlich für experts sein - Experts have automated schemas – guidance becomes redundant load - Design must adapt zu expertise level
Element Interactivity: High element interactivity (many elements müssen simultaneously processed) = high intrinsic load Examples: Learning programming (syntax + logic + problem-solving), statistical concepts (formulas + concepts)
Für Interface Design: - Reduce extraneous load: Clear layout, avoid split attention, eliminate redundancy - Manage intrinsic load: Break complex tasks in simpler steps, chunk information - Support germane load: Encourage meaningful processing, not rote memorization - Progressive disclosure: Reveal information gradually, manage cognitive load - Minimize choices: Too many options increase cognitive load (choice overload) - Adequate spacing: White space, visual breathing room reduce perceived cognitive load