The Paradox of Abundance: A Cognitive Load Perspective to Foster Deeper Learning
Anam ZehraJamia Millia Islamia, New DelhiMasaud AnsariGandhi Mahavidyalaya, Orai, Jalaun, Uttar Pradesh Pages: 46-57 What if the key to better learning wasn’t more information, but less? In an era ofcontent abundance, students often struggle not because they lack access to knowledge,but because they’re overwhelmed by it. Cognitive Load Theory (Sweller, 1988) explainsthis challenge by highlighting …
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