Asking open-ended questions or presenting problems without a conventional goal reduces extraneous cognitive load. This reduction occurs because it prevents students from using means-ends analysis, a strategy that imposes higher load by requiring them to consider both the current and goal states to find a sequence of problem-solving operators.

University of Georgia

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By employing effects studied in cognitive psychology, instructors can effectively reduce extrinsic cognitive load when building their courses.   



How do we reduce extrinsic cognitive load?

Examples that provide full problem-solving guidance are more effective at teaching students than a problem that provides no or inadequate guidance. 

Worked example effect

Completion problems provide some solution steps but leave some key steps for learners to complete. This may be used instead of worked examples. 

Problem-completion effect

Sometimes information can be better understood through a combination of visual and auditory information. For example, an instructor explains a complex diagram out loud. 

Modality effect

The split-attention effect occurs when learners must divide their attention between multiple, spatially or temporally separated sources of information that must be mentally integrated for comprehension. Consolidating this information into a single, unified format helps decrease extraneous cognitive load.

Split-attention effect

Any information not necessary for learning (e.g., repeated info, decorative info) increased extrenuous memory load. Instructors should avoid teaching with this sort of information. 

Redundancy effect

If a lengthy text is relayed to students through auditory lecture, the information presented will be transient and less likely to be remembered long-term. It is best to also present this information in writing. 

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