The Theory of Cognitive Load assumes that the working memory has a limited capacity and can quickly become overburdened when too much or too complex information has to be processed at the same time. Well-thought-out learning and information materials can reduce this load and thus improve the acquisition of knowledge or the processing of information.

Origin

This theory was formulated by John Sweller, who developed it in the 1980s and presented it in detail for the first time in 1988. Since then, it has become an important concept in teaching and learning research and has also been widely adopted in the field of Instructional Design.

  • Sweller, J. (1988). Cognitive Load During Problem Solving: Effects on Learning. Cognitive Science, 12(2), 257–285.

Application in UX and UI design

In UX and UI design, the Theory of Cognitive Load helps to design user interfaces in such a way that users are not overwhelmed by too much information being presented at the same time. Targeted user guidance, clear structuring, meaningful grouping and the step-by-step disclosure of content (progressive disclosure) help to ensure that mental load can be processed well.

Furthermore, it makes sense to remove redundant information or unnecessary interaction elements in order to focus on the essentials. In particular, in the case of complex applications, considering the "cognitive costs" can be crucial for various design decisions.

Critics point out that the theory was primarily geared towards the learning context and does not cover all aspects of human-technology interaction.

Impact on the User Experience

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Further information