Asking open ended questions reduces extrenuous load imposed by using means-end analysis, where students must find a sequence of problem solving operators to complete a problem. 

University of Georgia

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?

Goal-free effect

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

Occurs when students must split their attention between multiple sources of information when learning. The more information that can be consolidated into one place, the better. 

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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