Cognitive Overload

According to Mayer and Moreno(2003) in "Nine Ways to Reduce Cognitive Load in Multimedia Learning," cognitive overload is a potential problematic situation in which the the processing demands evoked by the learning task exceeds the processing capacity of the cognitive system in the learner (p.45). A few ways to reduce cognitive load in multimedia learning are segmenting, aligning words and pictures, and synchronizing. Segmenting the presentation allows the learner time to process and synthesize. The learner works at his or her own pace by clicking a button on the screen to continue to the next segment. Aligning words and pictures near each other reduces unnecessary eye-movement while increasing the learner's capacity to better process the presented information. Synchronizing visual and audio components relieve the overuse of storing memory.

These solutions influence the design of my final project in that presentation is very important. My approach is to keep in mind how the user learns. Although I want to keep the learner informed, I also don't want to overwhelm them. For example, if I decide to use narration, audio and visual material will be synchronized. Finally, reducing cognitive load enables the learner to retain and integrate the presented information making a more positive experience.