Page 33 - The Inquiry into the Development and Implementation of a Multimedia Resource to Help Improve Parental Involvement in Their Child’s Reading Literacy During the Primary School Years.

limited capacity, unlike long-term memory which has essentially unlimited capacity.

The ‘Cognitive Load Theory’ identifies three components for any learning
experience:

1. Intrinsic Load - which is inherent to the subject under study and is
determined in part by the degrees of connectivity within the subject.

2. Germane Load - the level of cognitive activity necessary to reach the desired

learning outcome.
3. Extraneous Load – refer to the manner in which the information and

instructions are presented to the learner. The extraneous cognitive load
should be minimalised as it is the cognitive effort that does not help the

learner move towards the desired learning outcome. It is often characterised

as load that arises from a poorly designed lesson.

The design of a digital instructional video should aim to reduce the extraneous
cognitive load to a minimum and should consider the intrinsic cognitive load of the

learner.

Figure 2.4 Cognitive Load Theory Model 2.6.2 Theory of Multimedia Learning

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