The Impact of Cognitive Load Theory on the Effectiveness of Microlearning Modules

Sandeep Lopez
Additional contact information
Sandeep Lopez: QA Instructional Designer, University of the People, USA; Research Scholar, Regional Institute of Education, India

European Journal of Education and Pedagogy, 2024, vol. 5, issue 2, 29-35

Abstract: This study explores how Cognitive Load Theory (CLT) impacts microlearning effectiveness in the Indian educational context. CLT, introduced by John Sweller in the late 1980s, suggests that cognitive capacity influences information processing. The research aims to assess cognitive load in microlearning, gauge its perceived effectiveness, examine the relationship between cognitive load and effectiveness, and explore demographic influences. A structured survey, conducted over 4 weeks with 300 participants from educational institutions and online platforms in India, revealed moderate intrinsic and extraneous cognitive load, with higher germane load. Microlearning modules were highly effective, improving knowledge retention, engagement, and learning outcomes. The study emphasizes managing cognitive engagement and minimizing extraneous load. Demographic factors, such as prior microlearning experience, also influence effectiveness. These findings underscore the importance of balanced instructional design aligned with cognitive load principles, with microlearning emerging as a potent tool for efficient learning.

Keywords: Cognitive load theory; educational effectiveness; instructional model; microlearning modules (search for similar items in EconPapers)
Date: 2024
References: Add references at CitEc
Citations:

Downloads: (external link)
https://eu-opensci.org/index.php/ejedu/article/view/30799 Abstract page (text/html)
https://eu-opensci.org/index.php/ejedu/article/download/30799/6200 Full text (application/pdf)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:epw:ejedu0:v:5:y:2024:i:2:id:30799

DOI: 10.24018/ejedu.2024.5.2.799

Access Statistics for this article

More articles in European Journal of Education and Pedagogy from European Open Science
Bibliographic data for series maintained by Support ().