Cognitive Load Theory Research

Preliminary investigations would suggest that CLT is a topic that has been exhausted in academic literature. There is no shortage of articles that discuss cognitive architectures or dual coding theory. These all have implications for CLT research. However, what has been really lacking is a definitive model or design process that arises from what has been proposed in CLT research, and recent discoveries with neuroscience. Namely, the use of neuroimaging to determine the efficacy multimedia and online learning tools. Using this kind of information could result in a more robust model for designing instruction for the online learning environment.

Studies of anatomy education have been the most widely investigated. First, anatomy is a primarily visual discipline that lends itself to the use of technological tools. Second, it is a very important discipline for medical and health sciences education. Achieving a more efficient model of instruction in anatomy would help to diffuse a more widespread model in other disciplines within medical and health sciences education. 

Until recently most of the research has been on the effective uses of multimedia tools for instructional purposes. This lead to the development of instructional models or 'best practices' for implementation of multimedia learning elements for instruction. Whelan (2007) was one of the latest investigators to use neuroimaging to study the cognitive load of multimedia elements in instructional materials. From this research a more definitive model of instructional design could be born.

Whelan, R. R. (2007). Neuroimaging of cognitive load in instructional multimedia. Educational Research Review, 2(1), 1-12.

Concept Map of CLT Theory

Part of our research process is to determine the theoretical perspective that forms the foundation of our intended research objectives. A valuable exercise to help complete this task is to construct a concept map linking theory to research questions. My preliminary research concept map is enclosed here. This is not a comprehensive map, and over time could become more complex, or simplified. There are differing theories on this based on academic literature (Hay et al., 2008).

Hay, D. B., C. Kehoe, et al. (2008). "Measuring the quality of e-learning." British Journal of Educational Technology 39(6): 1037-1056.