Cognitive Load Theory
Cognitive Load Theory
In developing the instructional design for the foundation of our products, we engaged extensively with experimental data from Sweller’s Cognitive Load Theory. Research in cognitive load theory helps to direct us in designing mathematics lessons that increase efficiency in learning and decrease extraneous cognitive load. This allows us to deliver an entertaining mathematics curriculum to students that is tailored to making the learning experience as accessible and fun as possible.
We layer cognitive load theory and practices based upon this theory beneath more recent neuroeducation research in cognition and learning using technologies such as EEG and fMRI. As technology changes rapidly and learners adapt to complex graphical user interfaces, mobile technologies, the use of tablets and handheld devices and collaborative, real time, digital learning, further research into concepts introduced in cognitive load theory will be needed.
Our research facility and team continue to investigate key concepts within cognitive load theory such as, efficiency in learning, cognitive load, multi-modality, schemas, automation, the split attention effect, guided instruction and modifications to instructional design from novices to experts, through research data gathered in real time from our own experiments and primary research. We use Axon Infinity to measure and minimize cognitive load, as students learn mathematics while playing one of our games.
photo credit: Building a simple brain model via photopin (license)
