Cognitive load theory has led to the development of many instructional techniques for enhancing learning that are designed to prevent learners from overloading their working memory by eliminating wasteful cognitive load that is not essential for learning. However, the effectiveness of a particular teaching technique depends on the relationship between the characteristics of learners’ cognitive processes and their domain-specific knowledge base. As such, a technique that reduces working memory load for low-knowledge learners (e.g. by providing strong instructional support) might lose its effectiveness and may even bring negative consequences for more knowledgeable learners; they may learn better in an environment with minimal guidance. This is known as the expertise reversal effect, and is explained by the cognitive overload that learners may experience with a particular technique at a specific expertise level.
Human cognitive architecture and cognitive load theory
Our complex cogni
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