The Impact of Cognitive Load Theory on the Effectiveness of Microlearning Modules

Abstract

This study explores how Cognitive Load Theory (CLT) impacts microlearning effectiveness in the Indian educational context. CLT, introduced by John Sweller in the late 1980s, suggests that cognitive capacity influences information processing. The research aims to assess cognitive load in microlearning, gauge its perceived effectiveness, examine the relationship between cognitive load and effectiveness, and explore demographic influences. A structured survey, conducted over 4 weeks with 300 participants from educational institutions and online platforms in India, revealed moderate intrinsic and extraneous cognitive load, with higher germane load. Microlearning modules were highly effective, improving knowledge retention, engagement, and learning outcomes. The study emphasizes managing cognitive engagement and minimizing extraneous load. Demographic factors, such as prior microlearning experience, also influence effectiveness. These findings underscore the importance of balanced instructional design aligned with cognitive load principles, with microlearning emerging as a potent tool for efficient learning.

Keywords: Cognitive load theory, educational effectiveness, instructional model, microlearning modules