Cognitive Load Theory (CLT) was formulated by John Sweller in the 1980s. It describes how working memory processes information and includes three types: intrinsic, extraneous, and germane. Each type of cognitive load plays a crucial role in educational technology and instructional design, and by minimizing extraneous cognitive load and promoting germane cognitive load, educators can enhance learning effectiveness. CLT has become widely recognized as an influential framework in educational research, guiding instructional practices and fostering continuous improvement in designing effective and engaging learning experiences for students.

The concept of cognitive load was first presented by Sweller in relation to the effectiveness of conventional problem-solving methods for acquiring domain-specific knowledge and skills. Sweller indicated that working memory has a limited capacity, and stressed the importance of minimizing extraneous cognitive load to maximize learning. Specifically, he noted that "human short-term memory is severely limited and any problem that requires a large number of items to be stored in short-term memory may contribute to an excessive cognitive load."

Intrinsic cognitive load refers to the degree of difficulty inherent in a learning event. Extraneous cognitive load refers to elements of the educational experience that do not support the learning task, such as poorly organized instruction or irrelevant information. Germane cognitive load refers to the effort needed to transfer short-term information to long-term knowledge and understanding via schemas.

To reconcile the elements of cognitive load, educators should follow instructional strategies that reduce extraneous cognitive load while increasing germane cognitive load. This can be achieved by simplifying the presentation of information, engaging in instructional practices that promote germane cognitive load, and adapting instruction to fit learners' zone of proximal development or level of expertise.

CLT has been empirically confirmed in numerous studies and is an internationally well-known and widespread theory. It provides valuable insights for minimizing extraneous cognitive load while promoting germane cognitive load, and can help educators create more effective and engaging instruction that maximizes learners' potential for genuine understanding and knowledge construction. As CLT continues to inform educational practices, it holds the promise of contributing to the ongoing improvement of instructional design and educational effectiveness for years to come.