Cognitive load theory, educational research, and instructional design: some food for thought
Ton de Jong reviews cognitive load theory, which holds that working memory is limited in capacity and that instruction should be designed to use it efficiently. He notes that the theory has explained many experimental findings, identifies conceptual, methodological and practical problems with it, and proposes a research agenda for future cognitive load studies.
Ton de Jong reviews cognitive load theory, which holds that working memory is limited in capacity and that instruction should be designed to use it efficiently. He notes that the theory has explained many experimental findings, identifies conceptual, methodological and practical problems with it, and proposes a research agenda for future cognitive load studies.
Written from the abstract as shown on the University of Twente record, read 2026-10-29.
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de Jong, T. (2010). Cognitive load theory, educational research, and instructional design: some food for thought. Instructional Science, 38(2), 105-134. doi:10.1007/s11251-009-9110-0.