Page 31 - Producing a Video to Communicate a New Model of Coaching to GAA Coaches

2.4.1 Cognitive Load Theory

Cognitive Load Theory was developed by Sweller and colleagues in the late 1980’s and
early 1990’s (Sweller, 1994). The theory identifies three (3) components of a learning

experience that can be described as follows:

● Intrinsic Load – the load inherent to the subject being studied and determined in
part by the degrees of connectivity within the subject

● Germane Load – the load associated with the level of cognitive activity

necessary to achieve the desired learning outcome
● Extraneous Load – Cognitive effort that does not help the learner achieve the

desired learning outcome

The processing of this cognitive load is summarised by Mayer (2008, p. 761), as
including:

‘(a) selecting—attending to the relevant incoming material through sensory memory;

(b) organizing—organizing the incoming material into a coherent mental representation
within working memory; and

(c) integrating— relating the incoming material with existing knowledge from long-
term memory.’

According to Sweller (1994) as one’s familiarity with information increases one moves

from a controlled processing of the information, requiring conscious attention, to an

automated processing, not requiring conscious effort.

Summarising the implication of cognitive load theory for working memory and

instructional designers, de Jong (2010) reports that when the capacity of working
memory is exceeded learning will be negatively affected.

2.4.2 Multimedia Cognitive Load Theory

Multimedia Learning refers to learning from words and pictures and includes learning

from video (Mayer and Moreno, 2003). Based on three assumptions about how the
human mind works in multimedia learning (Table 2.1) Mayer and Moreno (2003),

proposed a theory of multimedia learning that reflects cognitive processing as
information is selected, organised and integrated along sensory, working and long-term

memory stores (Figure 2.1).

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