In instructional design, what aspect does 'cognitive load theory' primarily address?

Cognitive load theory primarily addresses the amount of working memory resources used during instruction. This theory suggests that the human brain has a limited capacity for processing information, and therefore, instructional design should consider how to manage and optimize this cognitive load to enhance learning.

By understanding that learners can only hold a certain amount of information in their working memory at one time, instructional designers can create materials and activities that present information in a way that is manageable. This may involve breaking down complex information into smaller, more digestible parts, using effective visuals, or providing guided learning experiences that gradually increase in complexity. The aim is to reduce extraneous cognitive load, which detracts from learning, while supporting intrinsic and germane loads which facilitate the acquisition of knowledge and skills.

In contrast, while the other concepts may influence the learning experience, they do not specifically pertain to the management of cognitive capacity in the context of information processing.