What does cognitive load theory suggest for instructional design?

Cognitive load theory posits that the capacity of working memory is limited, and instructional design should therefore focus on optimizing cognitive load to facilitate effective learning. The correct choice highlights that instructional materials and experiences should be structured to minimize extraneous cognitive load, which refers to unnecessary information that can distract or overwhelm learners. By reducing this extraneous load, learners can allocate more cognitive resources to processing and understanding the essential content, ultimately leading to enhanced learning outcomes.

Focusing on the critical aspects of the material helps learners retain and integrate knowledge more effectively. When extraneous cognitive load is kept low, learners can focus on essential elements, making connections between new information and existing knowledge.

In contrast, the other options do not align with the principles of cognitive load theory. For instance, promoting multitasking or allowing maximum cognitive load would likely introduce unnecessary distractions and complexity, hindering comprehension. Similarly, prioritizing content without considering how it is delivered or presented can lead to ineffective learning experiences if the cognitive load is not managed properly. Effective instructional design, as informed by cognitive load theory, should therefore always aim to create a balanced and supportive learning environment.