The Impact of Cognitive Load Theory on Online Learning Outcomes for Adolescent Students

Abstract

In recent years, the popularity of online learning has reshaped the traditional behavioral model of teaching and learning while making learning more convenient. Cognitive Load Theory (CLT), which characterizes the total amount of attention or mental power used by people in working memory from the perspective of information processing, has become an important theoretical basis for education, psychology, computer science, and other fields. Cognitive load theory provides a practical instructional design theory, which provides a guide for the construction of effective online learning systems. In this paper, under the guidance of cognitive load theory, the optimal online learning path is investigated by studying the factors influencing the effectiveness of online learning for adolescents and combining them with online learning practices.