The limits of working memory is an impediment to learning
educational content
navigational structures
computer environments and interfaces
Instructional and interface designs, content organization and site architecture should account for these limitations and potentials
focus on attention
Information processing relative to learning requires a great degree of attention and cognitive resources
Like working memory, human attention is limited
Multitasking or splitting attention often causes a drop in performance of all tasks involved
If the majority of participants’ attention is consumed by the mechanics of your screen environment or wading through poor design and information structures, there will be less cognitive resources for the actual learning objectives.
