Math and science tend to have high element interactivity, which is why mastery of them is seen as a sign of intelligence. Working memory is associated with intelligence, and those with slightly more working memory can handle slightly greater element interactivity. While this creates only a modest...

Cognitive load theory’s principal applications are in instructional design. How should a subject be taught so that students will efficiently master the patterns of knowledge it contains? Cognitive load theory favors direct instruction, quick feedback and plenty of practice.

Cognitive load isn’t just found in problem solving. Badly designed instructional materials can increase cognitive load by requiring learners to move their attention around to understand them.

Traditionally, math education has focused on having students solve problems to get good at math. Sweller and Cooper pushed back against this idea, showing that studying worked examples (problems, along with detailed solutions) is often more efficient.

Cognitive load theory separates three different demands that learning puts on our limited working memory capacity:

In my experience, the Feynman Technique mainly works by slowing things down. A concept can be confusing in a lecture because critical assumptions aren’t made explicit or intervening steps are skipped. Walking through the expl...

Over the past few decades, cognitive load theory has amassed a lot of interesting experimental effects with catchy-sounding names. Here are a few: