J. Plass: Rethinking Cognitive Load Theory

Abstract
Cognitive Load Theory (CLT) has guided instructional design for four decades, influencing educational practice worldwide while generating significant debate. This presentation reviews key revisions presented in Rethinking Cognitive Load Theory (Oxford, 2025) that expand its scope and strengthen its application. First, germane load is no longer considered a distinct category, resolving long-standing conceptual issues; instead, intrinsic and extraneous load remain, with broadened definitions. Second, the theory adopts a goal-driven approach, analyzing cognitive load in relation to learner activities aimed at instructional goals and subgoals beyond schema acquisition. Finally, motivational and emotional goals are incorporated, making CLT more applicable to complex contexts such as games and simulations. Together, these refinements align CLT more closely with contemporary research and practice.

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