Wow! Cognitive load. Again. I think I’ve seen this same reading every semester since I got to NYU so I’ll keep it brief. Cognitive load is interesting because when individuals are creating multimedia presentations, it’s not something that is usually considered.
When I was first introduced to cognitive load I immediately began to think of a website I had visited for a university I was interested in attending. There was so much disorganized information and animation on the homepage and all of the pages thereafter that I would click right off every time I pulled it up. I decided one time that I would finally force myself to navigate through the pages to get the admission requirements. After clicking through a few screens, I eventually gave up and ultimately never managed to obtain the info and of course never attended the college.
Cognitive load is very easy to unintentionally create. I can think of several Power Point presentations with animations and graphics that weren’t timed correctly – or movie subtitles that were out of sync with the action on the screen. I can only imagine the amount of times people have experienced cognitive load because of my presentations! These instances are all examples of why it’s important to teach educators about cognitive load in undergrad before we are even allowed touch multimedia presentation software.
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