The article Performance Load argues that the more cognitive load is involved in a task, the more likely that the task will be accomplished easily. There are two kinds of loads and they are cognitive load- which focuses on the use of mental capacity in rider to complete a task and the kinematic load-which focuses on the physical exertion required to complete a task. “Cognitive load theory (CLT) is an instructional theory derived from our knowledge of the evolutionary bases of human cognitive architecture and the instructional consequences that flow from that architecture” (UNSW n.d) Furthermore, the use of cognitive theory to solve a certain problem is exhausting for users and must be minimised in order to complete a task quicker. According to Connie Malamed, Our working memory can only hold minimum capacity so we must eliminate unnecessary information. Our working memory is very vulnerable to overload so we must try to only remember things that are important. One way of doing this is using the strategy “chunking” it is a strategy wherein certain information are grouped into small units which makes it easier to remember. In conclusion, when designing something it is advisable that we focus more on the kinematic side of it as it more like to be be accomplished faster when kinematic load is applied.

References;

Malamed, C. (n.d.) What is Cognitive Load? Retrieved from The elearning coach website:http://theelearningcoach.com/learning/what-is-cognitive-load/

Cognitive Load Theory. (n.d.) Retrieved from UNSW Arts and Social Sciences website:http://education.arts.unsw.edu.au/research-education/cognitive-load-theory/

Lidwell, W., Holden, K., & Butler, J. (2003). Performance Load. In Universal Principles of Design (pp.148‐149). Massachusetts: Rockport.

Malamed, C. (n.d.) What is Cognitive Load? Retrieved from The elearning coach website:http://theelearningcoach.com/learning/what-is-cognitive-load/

Sweller, J. (n.d.). Cognitive load theory. Retrieved from http://www.instructionaldesign.org/theories/cognitive-load.html

 

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