De-stressing Cognitive Load: Effects of Computer-Based Learning Materials on Mental Effort in Second Language Learning

The conceptual framework of Cognitive Load Theory (Sweller 215-266) has been recognizable in recent decades. In addition, the fields of behaviorism, cognitivism, constructivism, and interface design have made a phenomenal contribution to second language pedagogy. However, a great majority of the classroom practices have neglected the CLT theoretical groundings for content organization and instructional delivery (Lujan 17-22). Neglecting such an instructional delivery has inhibited the learning process and exerted extraneous cognitive stress on learners (Renk 411). This paper aims to discuss that the instructional design which is implemented without reference to the Cognitive Load Theory is likely to give random results in its efficacy. After critically examining the theory, this paper empirically tests the hypothesis that computer-based materials that are designed in light of how the human mind works lead to meaningful learning (Mayer 31). The experimental study comprising of a pre-test, treatment, and a post-test was chosen to arrive at suggestions for constructive development of the second language learners. Finally, this paper reviews the limitations of the research and directions for further study.