Educational Underpinnings of Cognitive Load Theory

The present education system has a lot of load in itself. As the education market increasing, the stakeholders of it are also looking to make the curriculum tougher and harder. The competitiveness is clearly visible in the content to be learnt rather than psychological satisfaction of the learning. It is often observed that the curriculum developers are keen to focus more on knowledge and skills in comparison to individual capabilities and pace of learning. When it comes to education system, the parents? expectations and society needs are far away from needs of the learner actually. Now the student has a big role to play to meet all those expectations. The students have to learn mathematics, they should speak English fluently, and they should get all the prizes in sports and so on. In the process, the learner may undergo a tremendous pressure for each activity he or she takes up. Somewhere, the cognitive fluctuations or cognitive conflict sets in mind and leading work very hard on. The learner has to process all the related incoming information in each and every area of subject he or she chooses, ultimately results in load on memory. As the amount of information to be processed heaps up, heavy cognitive load the outcome will be. Many past researches have been reviewed in this direction to come to solid conclusion.