ABSTRACT
Load reduction instruction (LRI) refers to an instructional approach that is aimed at appropriately managing cognitive load in order to enhance students’ motivation, engagement, learning, and achievement. A major tenet of LRI is that students are initially novices in academic skill and subject matter and that a structured and directive approach to instruction reducing cognitive load is important for academic outcomes. Then, as a sufficient level of fluency and automaticity develop, LRI emphasises the importance of guided discovery learning for sustained academic motivation, engagement, learning, and achievement. Thus, in the early stages of learning, LRI typically encompasses explicit and direct instruction, and as expertise develops it also encompasses guided discovery. This review examines key dimensions of LRI and its links to academic motivation, engagement, learning, and achievement. Recent research harnessing the LRI is presented, showing that the factors under the LRI framework are significantly associated with important educational outcomes. Suggestions for educational practice are also identified. The review concludes by emphasising the yields of clear, structured and sufficiently guided instruction for students’ educational development.
