Cognitive Load Theory in Multimedia Learning: A Review of the Historical Evolution and a Critique on the Theoretical Framework

The primary purpose of this study was to introduce the cognitive load theory in multimedia learning, review its historical evolution, and present a critique of its theoretical framework. In this paper, we articulated the following three primary stages of development in cognitive load theory;   extraneous cognitive load in problem-solving, intrinsic cognitive load and the first additivity hypothesis, and germane cognitive load and the second additivity hypothesis. Besides, we argued that the germane cognitive load does not play the explanatory and predictive role in cognitive load theory as much as the intrinsic and the extraneous load types. Therefore, a dual framework including intrinsic and extraneous cognitive loads can clarify and simplify the framework of this theory and prevent irregular extension of its boundaries, as well as the inadequate development of instruments for measuring triple cognitive loads.