According to
Cognitive Load Theory (CLT), three types of
cognitive load exist: intrinsic
load, extraneous or ineffective
load, and germane or effective
load. The intrinsic
cognitive load refers to
cognitive load that is induced by the structure and complexity of the instructional material. Usually, teachers or instructional designers can do little to influence the intrinsic
cognitive load. The extraneous
cognitive load is referred to the
cognitive load caused by the format and manner in which information is presented. For example, teachers may unwittingly increase learner’s extraneous
cognitive load by presenting materials that “require students to mentally integrate mutually referring, disparate sources of information” (Sweller et al., 1991, p.353). Finally, the germane
cognitive load refers to
cognitive load that is induced by learners’ efforts to process and comprehend the material. The goal of CLT is to increase this type of
cognitive load so that the learner can have more
cognitive resources available to solve problems (Brunken, Plass, & Leutner, 2003; Marcus, et al., 1996).
Learn more in:
Using Concept Maps to Enhance Students' Prior Knowledge in Complex Learning