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Cognitive Load Theory is an approach that considers the limitations of the information processing system of the human mind. It is a cognitivist theory that has been conceived in the context of instructional design. One of the main open problems in the literature is the lack of reliable models and technologies to assess cognitive load of learners, thus limiting the application of the theory in practice. This project was aimed at tackling this open problem through the use of a previously developed mobile, responsive web-based prototypical technology, to assess the cognitive load of students in a typical third-level classroom. It was also aimed at exploring the impact of such a technology to instructional design and the potential benefits it can bring to lecturers to improve teaching practices and optimally align their instructional materials to learners.
Longo, L. (2016) Informing Instructional Design by Cognitive Load Assessment in the Classroom. DIT Teaching Fellowship Reports 2015-2016.