3 minutes
The Conversation

Explicit guidance and feedback from teachers is more effective in teaching students new content and skills than letting them discover these for themselves.

This is a premise of cognitive load theory, which is based on our knowledge of evolutionary psychology and human cognition, including short- and long-term memory.

I started working on cognitive load theory in the early 1980s. Since then, “ownership” of the theory shifted to my research group at UNSW and then to a large group of international researchers.

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