Anam Zehra
Jamia Millia Islamia, New Delhi
Masaud Ansari
Gandhi Mahavidyalaya, Orai, Jalaun, Uttar Pradesh
Pages: 46-57
What if the key to better learning wasn’t more information, but less? In an era of
content abundance, students often struggle not because they lack access to knowledge,
but because they’re overwhelmed by it. Cognitive Load Theory (Sweller, 1988) explains
this challenge by highlighting the limited capacity of our working memory, suggesting
that how information is presented is just as important as the information itself. This
paper examines the paradox that, in educational contexts, reducing extraneous
information can significantly enhance comprehension and retention, examining the
three types of cognitive load: Intrinsic, extraneous, and germane. The efficacy of
simplicity in pedagogical approaches is underscored, demonstrating that less can
indeed be more when facilitating deeper learning experiences. Ultimately, the researcher
proposes a holistic framework for cognitive load management, emphasizing content
simplification through modular design, elimination of distracting elements in instructional
materials, and promotion of deep learning through active engagement strategies. The
approach shows effectiveness when tailored to individual learners’ knowledge levels,
with structured guidance proving most valuable for beginners while experienced learners
achieve better outcomes through challenging application tasks, resulting in consistently
improved performance across educational settings.