Baxter Kimberley A, Sachdeva Nidhi, Baker Sabine
Centre for Childhood Nutrition Research, Faculty of Health, Queensland University of Technology, Brisbane, Queensland, Australia.
School of Exercise and Nutrition Sciences, Faculty of Health, Queensland University of Technology, Kelvin Grove, Queensland, Australia.
Health Educ Behav. 2025 Mar 27;52(4):10901981251327185. doi: 10.1177/10901981251327185.
Health and behavior change programs play a crucial role in improving health behaviors at individual and family levels. However, these programs face challenges with engagement and retention and typically show modest efficacy. Cognitive load theory is an established and highly used educational theory that proposes individuals have a finite capacity to process new information ("working memory"). Learning, engagement, and performance are negatively impacted when working memory is exceeded. Cognitive load theory is grounded in an understanding of human cognition and conceptualizes different types of cognitive loads imposed on individuals by a learning experience. Cognitive load theory aims to guide the design of learning experiences, considering how the human mind works, leading to more meaningful and effective learning. Cognitive load theory is increasingly applied to domains outside the classroom, such as designing patient and clinical education. Applying cognitive load theory to the design of health programs, their materials, and interfaces can provide insights. By considering the cognitive demands placed on individuals when interacting with health programs, design can be optimized to reduce cognitive load and better facilitate learning and behavior adoption. This may enhance engagement, retention, and effectiveness of programs. Cognitive load theory may be particularly valuable for individuals with diminished working memory due to high levels of mental load and stress. Design principles are presented to consolidate knowledge from cognitive load theory and existing approaches to guide researchers, policymakers, and health programmers. Further research and interdisciplinary collaboration are needed to realize the potential of cognitive load theory in health.
健康与行为改变项目在改善个人和家庭层面的健康行为方面发挥着关键作用。然而，这些项目在参与度和留存率方面面临挑战，且通常显示出有限的效果。认知负荷理论是一种既定且被广泛应用的教育理论，该理论提出个体处理新信息（“工作记忆”）的能力有限。当超过工作记忆时，学习、参与度和表现会受到负面影响。认知负荷理论基于对人类认知的理解，并将学习体验施加给个体的不同类型的认知负荷概念化。认知负荷理论旨在指导学习体验的设计，考虑人类思维的运作方式，从而实现更有意义和有效的学习。认知负荷理论越来越多地应用于课堂之外的领域，如设计患者教育和临床教育。将认知负荷理论应用于健康项目、其材料和界面的设计可以提供见解。通过考虑个体在与健康项目互动时所面临的认知需求，可以优化设计以减少认知负荷，并更好地促进学习和行为采纳。这可能会提高项目的参与度、留存率和有效性。对于因高心理负荷和压力而工作记忆减退的个体，认知负荷理论可能特别有价值。本文提出了设计原则，以整合认知负荷理论和现有方法的知识，为研究人员、政策制定者和健康项目规划者提供指导。需要进一步的研究和跨学科合作来实现认知负荷理论在健康领域的潜力。
