ABSTRACT
One of the most important developments to emerge from research into human learning in recent years is known under the general label of cognitive load. This theory, often known as CLT, developed out of the broad framework we know of as information processing. The CLT research has been of special interest to educators for two principal reasons: (a) it directly addresses the problem of why learning is so inherently difficult for human beings, and (b) it specifies how teachers and instructional designers can make it relatively easier for students to learn and store new information.
