Cognitive Load Theory｜認知負荷理論：學習瓶頸不只在內容難度，而在新資訊一次擠進工作記憶多少

Cognitive load theory begins from the limited capacity of working memory for unfamiliar information and the much larger capacity of long-term memory for organized knowledge. Instruction can therefore be designed to reduce unnecessary working-memory demands while learners build more durable schemas.

intrinsic、extraneous、germane load 等分類及其測量有持續討論；學習困難也不應全部歸因於 cognitive load。