Cognitive load and instructional design

A theory for designing explanations, practice and presentation of material with attention to working-memory demands and prior knowledge.

Theory · Education

Core concepts

• Prior knowledge: what learners can already process
• Worked examples: support that shows the performance process
• Unnecessary load: irrelevant information and split materials

Application

Provide explanations and examples for beginners, then increase independent problem solving as proficiency develops.

Limitations and jurisdiction

Repeating beginner explanations for experienced learners may be less helpful. Simplifying material alone does not guarantee learning.

Editorial perspectives

• Explicit guidance: reduce processing demands during initial learning.
• Independent performance: reduce support as knowledge develops and check application.

Sources

NSW Department of Education · CESE · 2018

Context: Classroom application guidance from NSW, Australia

Source checked: 2026-10-07

Independent editorial summary and source link; the original text is not republished.

Related personas

Translation status

Editorial English translation of the Korean edition. No professional translation or occupational expert review has been completed. Translation does not change the source jurisdiction.

Translation prepared: 2026-10-09 · Source fingerprint: kb-80b616cb46ec8a0f

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