School of Education, MARCS Institute for the Brain and Learning, Western Sydney University, Sydney, New South Wales, Australia.
School of Education, University of Birmingham, Birmingham, UK.
Br J Educ Psychol. 2023 Aug;93 Suppl 2:239-250. doi: 10.1111/bjep.12612. Epub 2023 May 19.
The long-standing aim of cognitive load theory (CLT) has been to generate instructional design principles that show teachers how to instruct students effectively, based on knowledge of the intricacies of human cognitive architecture. Historically, the focus of CLT has been on identifying cognitive processes related to learning and instruction. However, the theory has become more multidisciplinary over time, drawing on theoretical perspectives both within, and beyond, educational psychology.
This Editorial presents a brief historical overview of key developments in CLT and seven key themes that are pertinent to research on CLT. These themes are as follows: Level of Expertise, Cognitive Load Measurement, Embodied Cognition, Self-Regulated Learning, Emotion Induction, Replenishment of Working Memory, and Two Subprocessors of Working Memory. Summaries of the nine empirical contributions to the special issue are presented and discussed in relation to how they provide insight into one or more of these themes.
Understanding the variables that impact student learning and instruction has always represented the core aim of CLT. The growing multidisciplinary features of CLT should provide researchers and practitioners with more holistic perspectives of the factors that predict student learning and, in turn, guide instructional design.
认知负荷理论（CLT）的长期目标一直是根据人类认知结构的复杂性，生成展示教师如何根据学生学习有效指导学生的教学设计原则。历史上，CLT 的重点一直是确定与学习和教学相关的认知过程。然而，随着时间的推移，该理论已经变得更加跨学科，借鉴了教育心理学内外的理论观点。
本社论简要回顾了 CLT 的关键发展，并介绍了与 CLT 研究相关的七个关键主题。这些主题如下：专长水平、认知负荷测量、具身认知、自我调节学习、情绪诱导、工作记忆的补充，以及工作记忆的两个子过程。介绍并讨论了该特刊中九项实证研究的贡献，以了解它们如何深入了解这些主题中的一个或多个主题。
了解影响学生学习和教学的变量一直是 CLT 的核心目标。CLT 日益增多的跨学科特征应该为研究人员和实践者提供更全面的视角，了解预测学生学习的因素，并指导教学设计。
