Understanding Cognitive Load in Digital and Online Learning: a New Perspective on Extraneous Cognitive Load

Abstract Cognitive load theory has been a major influence for the field of educational psychology. One main guidelines is that extraneous cognitive should be reduced to leave sufficient resources actual learning take place. In recent years, research regarding various design factors, in particular from digital and online learning, have challenged this assumption. Interactive media, immersion, disfluency, realism, redundant elements constitute five challenges, since these factors shown induce task-irrelevant load, i.e., while still promoting motivation learning. However, currently there no unified approach integrate such effects into theory. By including aspects constructive alignment, an aimed at fostering deep forms order achieve specific outcomes, we devise strategy balance Most importantly, suggest considering both positive negative on certain can cause. addition, number results highlight some types only detected using suitable assessment method. This aligning with desired outcomes will useful formulating theory-guided empirically testable hypotheses, but particularly helpful practitioners embrace emerging technologies minimizing potential drawbacks.