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.
❓ Theo đoạn văn, yếu tố chính nào có thể cản trở việc học trong môi trường giảng dạy?
A. A. Việc sử dụng các công cụ đa phương tiện trong giảng dạy
B. B. Sự hiện diện của thông tin không liên quan gây quá tải trí nhớ làm việc
C. C. Việc thiếu phương tiện trực quan trong tài liệu giảng dạy
D. D. Sự nhấn mạnh quá mức vào tải trọng liên quan
✅ 正确答案
B. The presence of irrelevant information that overloads working memory
IELTS Reading Tips
Skim the questions first, underline keywords, then locate in the passage
Watch for paraphrasing; correct answers are often reworded
Be wary of absolute statements (all, always, never) — usually wrong
Pay attention to content after transition words (however, but, yet)
Manage time: about 20 minutes per passage; skip difficult questions first