# 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
[Cognitive load theory in practice](https://education.nsw.gov.au/about-us/education-data-and-research/cese/publications/practical-guides-for-educators-/cognitive-load-theory-in-practice) 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
  [Product designer](https://personawiki.app/en/personas/designer) · [Teacher](https://personawiki.app/en/personas/teacher) · [Instructional designer](https://personawiki.app/en/personas/instructional-designer)

## 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
[Korean source](https://personawiki.app/knowledge/cognitive-load)

## API
[JSON document](https://personawiki.app/api/v1/knowledge/cognitive-load?lang=en)