Each human mind has a vast potential for learning and comprehension. Bad teachers sometimes inhibit this process. I mean those teachers who “lecture” in a complicated way, rather than bringing their students on a journey of discovery. Learning is also inhibited by bad instructional designers who create complex and confusing learning material. Books crammed with text to the edge of the page, not easy to follow and lacking visual elements.
A key factor in this process is the concept which is known as “Cognitive Load.” In this text, I am going to delve into its connection with language learning, exploring various types of cognitive load, and how we can optimize learning materials to reduce this problem.
Cognitive science is not an exact science, and the brain holds many secrets, but through observation, we can say that it has several distinct types of memory that all play a role in the learning process:
Working memory: This actively processes information and manipulates it to perform complex tasks. We are only able to keep a very limited number of information items here at any one time.
Short-term memory: This is a cognitive storage system with limited capacity. It holds information temporarily, usually from a few seconds to a minute.
Long-term memory: A virtually limitless storehouse, retaining information over extended periods.
Language learning essentially involves transferring information from working and short-term memory into long-term memory for long-term storage. It is said that we create frameworks and schemas in our long-term memory. We compare all new information to preexisting schemas.
Cognitive load refers to the mental effort exerted in one’s working memory during learning. Essentially, it is the ‘mental weight’ that the brain bears when confronted with new information. If this load is too much, we cannot learn effectively. There are three forms of cognitive load that we have to consider:
Intrinsic load refers to the inherent difficulty of a specific topic. Am I at the correct level to learn this language structure?
Extraneous load refers to the method in which information is presented. Is the learning material relevant clear, and easy to use?
Germane load is related to the construction of mental frameworks, or schemas, which facilitate long-term memory storage. Am I given the opportunity to compare new information to what I already know?
Designing language learning materials that reduce cognitive load is essential for learners to process and retain information effectively. Here are a few strategies to make this happen:
Building on Known Ground: Give the learners the opportunity to refer to previous knowledge and build on what they already know. This will require a good strategy for review and consolidation of new knowledge. It will also reduce the Germain load, since it will make it easier for people to build on old schemas.
Baby steps: you will need to streamline your content by breaking down comprehensive subjects into manageable ‘bite-sized’ pieces. This will reduce both intrinsic and extraneous load.
Multimedia Elements: pair new information with supporting images/graphics that help facilitate a better understanding of the context. Images can help reduce cognitive load, and it has been shown that visual aids free up mental resources for more effective learning and retention.
Consistency: keep to consistent designs that minimize the extraneous cognitive load. This also applies to instructions which should be concise and consistent throughout.
In conclusion, a well-rounded understanding of cognitive load can significantly enhance both learning and teaching experiences. Its meaningful application can unlock vast learning potentials, making the process more efficient, enjoyable, and enriching.
Test Your Knowledge:
Some Useful Presentation Slides: https://gamma.app/public/Cognitive-Load-Theory-A-Guide-ex6xl8dqf31nlbj
Bild von Gerd Altmann auf Pixabay
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