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December 28, 2024International Journal of Educational NarrativesOpen Access

Cognitive Load Theory: Implications for Instructional Design in Digital Classrooms

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Authors

RSRudy SurbaktiSUSatria Evans UmbohMPMan‐Chi Pong

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Overview

Mixed-methods study shows that structured digital content reduces mental strain in university students, indicating that cognitive load theory improves digital instructional design.

Key Points

  • To examine the impact of digital multimedia tools on student cognitive load and identify instructional design strategies that minimize extraneous mental burden.
  • Conducted a mixed-methods study across several digital learning environments in higher education.
  • Administered quantitative surveys evaluating student cognitive load during digital activities and performed qualitative interviews with instructors regarding instructional design challenges.
  • Digital learning environments induced high cognitive load, particularly when multimedia elements were poorly integrated.
  • Applying Cognitive Load Theory strategies, including content segmentation and complexity reduction, lowered cognitive load and improved student learning outcomes and engagement.

Cite This Study

Surbakti et al. (2024) studied this question.

synapsesocial.com/papers/69d6bcdef174babf6cab3542https://doi.org/10.70177/ijen.v2i6.1659
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Also Consider

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  1. 1THE IMPACT OF TECHNOLOGY ON INFORMATION PROCESSING AND COGNITIVE LOAD IN DISTANCE EDUCATION2024 · 1 citations
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  3. 3Research on Factors Influencing Cognitive Load of Learners in Digital Learning Environment2025 · 1 citations
  4. 4Cognitive Load Theory-Informed Curriculum Design in Health Sciences Education2026
  5. 5Are we missing ‘the single most important thing for teachers to know’? Cognitive Load Theory and Learning Development2025