The Application of Cognitive Load Theory to the Design of Health and Behavior Change Programs

Principles and Recommendations

Datos Bibliográficos

ID21650471
AutoresKimberley A Baxter (0000-0001-5180-1455, Queensland University of Technology, autor de correspondencia), Nidhi Sachdeva (0009-0000-7567-7161, Ontario Institute for Studies in Education, University of Toronto, Toronto, Ontario, Canada), Sabine Baker (0000-0001-8524-1302, Queensland University of Technology)
Año2025
Volumen52
Número4
Páginas469-477
Fecha de publicación2025-08-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaHealth Education & Behavior (JOURNAL)
Identificadores de la revistaISSN: 1090-1981 • E-ISSN: 1552-6127
EditorialSAGE Publications (PUBLISHER • US)
DOI10.1177/10901981251327185
PMID40145544
OpenAlexW4408886638
IdiomaEN
Citas recibidas3
Referencias citadas63

Health and behavior change programs play a crucial role in improving health behaviors at individual and family levels. However, these programs face challenges with engagement and retention and typically show modest efficacy. Cognitive load theory is an established and highly used educational theory that proposes individuals have a finite capacity to process new information (“working memory”). Learning, engagement, and performance are negatively impacted when working memory is exceeded. Cognitive load theory is grounded in an understanding of human cognition and conceptualizes different types of cognitive loads imposed on individuals by a learning experience. Cognitive load theory aims to guide the design of learning experiences, considering how the human mind works, leading to more meaningful and effective learning. Cognitive load theory is increasingly applied to domains outside the classroom, such as designing patient and clinical education. Applying cognitive load theory to the design of health programs, their materials, and interfaces can provide insights. By considering the cognitive demands placed on individuals when interacting with health programs, design can be optimized to reduce cognitive load and better facilitate learning and behavior adoption. This may enhance engagement, retention, and effectiveness of programs. Cognitive load theory may be particularly valuable for individuals with diminished working memory due to high levels of mental load and stress. Design principles are presented to consolidate knowledge from cognitive load theory and existing approaches to guide researchers, policymakers, and health programmers. Further research and interdisciplinary collaboration are needed to realize the potential of cognitive load theory in health

Cognition · Cognitive Load · Cognitive psychology · Information processing theory · Knowledge management · Learning theory · Working memory · Applied Psychology · Computer Science · Learning Styles and Cognitive Differences · Psychology · Visual and Cognitive Learning Processes