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

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Title: The Application of Cognitive Load Theory to the Design of Health and Behavior Change Programs: Principles and Recommendations
Language: English
Authors: Kimberley A. Baxter (ORCID 0000-0001-5180-1455), Nidhi Sachdeva (ORCID 0009-0000-7567-7161), Sabine Baker (ORCID 0000-0001-8524-1302)
Source: Health Education & Behavior. 2025 52(4):469-477.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 9
Publication Date: 2025
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Cognitive Ability, Health Education, Behavior Change, Instructional Design, Patient Education, Program Design, Program Effectiveness, Short Term Memory, Stress Variables, Interdisciplinary Approach, Health Behavior, Context Effect
DOI: 10.1177/10901981251327185
ISSN: 1090-1981
1552-6127
Abstract: 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.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1476901
Database: ERIC
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  Data: The Application of Cognitive Load Theory to the Design of Health and Behavior Change Programs: Principles and Recommendations
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  Data: <searchLink fieldCode="AR" term="%22Kimberley+A%2E+Baxter%22">Kimberley A. Baxter</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5180-1455">0000-0001-5180-1455</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nidhi+Sachdeva%22">Nidhi Sachdeva</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0000-7567-7161">0009-0000-7567-7161</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sabine+Baker%22">Sabine Baker</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8524-1302">0000-0001-8524-1302</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Health+Education+%26+Behavior%22"><i>Health Education & Behavior</i></searchLink>. 2025 52(4):469-477.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 9
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  Data: Journal Articles<br />Reports - Descriptive
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  Data: <searchLink fieldCode="DE" term="%22Cognitive+Ability%22">Cognitive Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Health+Education%22">Health Education</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Change%22">Behavior Change</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Design%22">Instructional Design</searchLink><br /><searchLink fieldCode="DE" term="%22Patient+Education%22">Patient Education</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Design%22">Program Design</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Short+Term+Memory%22">Short Term Memory</searchLink><br /><searchLink fieldCode="DE" term="%22Stress+Variables%22">Stress Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Interdisciplinary+Approach%22">Interdisciplinary Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Health+Behavior%22">Health Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Context+Effect%22">Context Effect</searchLink>
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  Data: 10.1177/10901981251327185
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  Data: 1090-1981<br />1552-6127
– Name: Abstract
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  Data: 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.
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  Data: 2025
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        Value: 10.1177/10901981251327185
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      – Text: English
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        PageCount: 9
        StartPage: 469
    Subjects:
      – SubjectFull: Cognitive Ability
        Type: general
      – SubjectFull: Health Education
        Type: general
      – SubjectFull: Behavior Change
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      – SubjectFull: Instructional Design
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      – SubjectFull: Patient Education
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      – SubjectFull: Program Design
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Short Term Memory
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      – SubjectFull: Stress Variables
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      – SubjectFull: Interdisciplinary Approach
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      – SubjectFull: Health Behavior
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      – SubjectFull: Context Effect
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      – TitleFull: The Application of Cognitive Load Theory to the Design of Health and Behavior Change Programs: Principles and Recommendations
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              Y: 2025
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