Using Cognitive Load Theory to Inform Simulation Design and Practice

Cognitive science has long sought to explore the ways in which information is processed by the brain and to generate from this overarching constructs and models of thinking and learning. This article explores cognitive load theory, one approach to understanding learning, and articulates ways in which what is known about how people experience new learning environments can be used to create and optimize effective simulation learning environments. When designing and implementing simulation-based learning, extraneous load must be minimized by good design and the intrinsic load must be optimized for the learner. Doing so creates a more effective and valuable learning experience.