Implications of Cognitive Load Theory for Multimedia Learning

Humans have evolved with a working memory that has no logical central executive available when required to organise novel information. Consequently, failing instruction, we must randomly propose organisational combinations and test them for effectiveness. This procedure is only possible with a very limited number of elements and as a consequence, working memory is severely limited when dealing with novel information. In contrast, familiar, organised information previously stored in long-term memory can act as a central executive and eliminate the need for working memory limitations. These structures are central to cognitive load theory. They suggest that instruction should act as substitute for the missing central executive when dealing with novel information and that factor, in turn, determines multimedia instructional principles.