Managing cognitive load in the design of assistive technology for those with learning disabilities

What is it about?

The relationship between human cognition and assistive technology (AT) is discussed in this chapter, along with the design of AT for individuals with learning disabilities (LDs). Strategies are offered that can be used to manage cognitive load in the design of instructional materials. Cognitive Load Theory is introduced, which proposes a set of instructional principles grounded in human information processing research that can be used to create efficient and effective learning environments. Altogether, this chapter separates conjecture from empirically-based study, consolidating over twenty-five years of research to highlight best learning practices.

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Why is it important?

Human information processing is constrained in both capacity and duration. Working memory—a system that temporarily stores and manages information for performing complex cognitive tasks—is a contradiction in terms. Its limitations cause it to be a bottleneck, restricted to seven (plus or minus two) chunks of information at any given time; yet, it is the conduit for learning. This creates a problem because the acquisition of new knowledge relies so heavily on the processing and storage capabilities of working memory. New information, for example, can potentially overload working memory capacity, subsequently encumbering learning. While this roadblock affects everyone, individuals with LDs are at particular risk. With research suggesting that children with LDs have difficulty with working memory in areas such as reading and math. Fortunately, there is considerable research focused on cognitive load with regard to working memory, revealing strategies that can be used to help these individuals.

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