This week’s article was on Performance Load and the different types of loads – Cognitive and Kinematic.
Cognitive Load is best described as the amount of mental activity that is used to complete a task (Cooper, 1998), and Kinematic Load is best described as the amount of physical activity to complete a task. (Lidwell, Holden, & Butler, 2010)
The idea that tasks that require more mental activity and problem solving to actually complete the task, will interfere with the learning process associated with the task. (Sweller, 1988). The less mental activity that we use to perform a task will always result in fewer errors and will always allow us to complete the task.
Whatever task we are undertaking, it should have the performance load minimised as much as possible (Lidwell, Holden, & Butler, 2010). Our minds are limited in respect to how much information we can hold in them and how many tasks we can undertake. (Cognitive Load Theory, n.d.)
If a task is going to take too many steps, such as clicks on a mouse to get to a desired web page, the user will find this all too time consuming and argue if it is really worth it.
Cognitive Load Theory. (n.d.). Retrieved May 10, 2013, from University of South Alabama Online Learning Laboratory: http://www.southalabama.edu/oll/mobile/theory_workbook/cognitive_load_theory.htm
Cooper, D. G. (1998, December). Research into Cognitive Load Theory and Instructional Design at UNSW. Retrieved May 10, 2013, from Research into Cognitive Load Theory and Instructional Design at UNSW: http://dwb4.unl.edu/Diss/Cooper/UNSW.htm
Lidwell, W., Holden, K., & Butler, J. (2010). Universal Principles of Design. Massachusetts: Rockport.
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. University of New South Whales, School of Education. n.a.