ABSTRACT
Cognitive load theory uses working memory models to provide instructional guidance and to improve academic learning. Doing so, it provides empirical effects challenging existing working memory models while these models in turn provide answers and new hypotheses for cognitive load theory. Yet, when challenges brought by cognitive load theory stress a model beyond its capacity to handle the challenge, the theory has to move forward to a more suitable model. The history of the relations between cognitive load theory and working memory models thus cycles between empirical findings and new working memory models. The aim of this chapter is to describe this cycle before presenting emerging questions and discussing how a new working memory model could address them.
