Using Cognitive Load Theory to Optimize Simulation Design

Abstract For learners, engaging in a simulation activity is a complex information-processing activity that involves various sensory elements. Cognitive load theory (CLT) provides an important framework for considering how to design these activities to take into account learners’ limited working memory resources and promote optimal learning. This chapter reviews learning from the perspective of cognitive psychology and introduces foundational concepts and principles in CLT, including the distinction between intrinsic and extraneous load, and the role of germane processing. Four evidence-based guidelines, with examples from both procedural and immersive theater-based simulation, are used to illustrate how these principles can be applied to optimize simulation design. This chapter also discusses and provides strategies for mitigating common challenges that may arise during this process.