雅思阅读

📖 Reading Passage

The concept of 'cognitive load' refers to the total amount of mental effort being used in the working memory. In educational settings, instructional designers often aim to manage cognitive load to optimize learning. According to Sweller's cognitive load theory, learning is hampered when the total load exceeds the learner's working memory capacity. This can occur when instructional materials present extraneous information that is not directly relevant to the learning goal. To mitigate this, designers should reduce extraneous load by simplifying presentations, while fostering germane load, which is the effort devoted to processing and understanding the core material. Research has shown that well-designed multimedia instruction, which integrates visual and verbal information in a coherent manner, can enhance germane load. However, if the integration is poorly executed, it may inadvertently increase extraneous load, thereby hindering comprehension. Thus, the effectiveness of instructional design hinges on the delicate balance between these types of cognitive load.