Digital learning features can increase cognitive load while still improving learning outcomes
In short: Researchers reviewing educational psychology found that certain digital learning elements, such as interactivity and realism, can increase task-irrelevant cognitive load. While traditional theory suggests reducing this extra load, these specific design factors have been shown to simultaneously promote motivation and deeper learning.
The authors propose a new strategy to balance these competing effects by aligning cognitive load with specific learning goals. By considering both the positive and negative impacts of digital tools, educators can better use emerging technologies. However, this perspective is based on a review of existing research rather than a single new experiment.
Why it matters: Digital tools don't always need to be simplified; sometimes a little extra cognitive effort helps learning stick.
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