Domain D3
Attention & Cognitive Load
How much can a learner hold in mind at once — and what competes for that space?
The limits of working memory and attention, how instructional design can add or remove unnecessary load, and the debates that remain open.
Key claims in this domain
- Established finding
The amount of information that can be actively held and manipulated at one time is limited.
- Interpretation
Some instructional formats may impose processing demands that compete with learning, particularly for novices.
Caveat: The scope and measurement of cognitive load remain actively debated.
Modules
- Cognitive load in instructionIntrinsic and extraneous load, worked examples, split attention and fading support.Available · draft
- Working memory limitsWhat “limited capacity” means, and what it does not.In development
- Selective attentionHow learners choose what to process, and what pulls attention away.Planned
- Task switchingThe costs of moving between tasks, and why “multitasking” misleads.Planned
- Scaffolding and fadingBuilding support in, then removing it as expertise grows.Planned
- Split attention and redundancyWhen separated or duplicated information adds unnecessary load.Planned