Cognitive Load Management Strategies in Piano Education

This study aims to explore how piano educators perceive and manage students’ cognitive load and propose effective instructional strategies based on these findings. According to Cognitive Load Theory (CLT), learners experience cognitive load due to the limitations of working memory, and in order to improve learning outcomes, it is essential to effectively manage this cognitive load. Piano learning consists of complex cognitive tasks such as sight-reading, musical interpretation and expression, and technical skill development, which can result in a high cognitive load during the learning process. If this cognitive load is not properly managed, it can hinder learning effectiveness. In this study, focus group interviews (FGI) were conducted with college piano instructors to explore how they perceive students' cognitive load and what strategies they use to reduce it. Semi-structured interviews were employed as the research method, with the main questions focusing on the factors contributing to students' cognitive load during the learning process and the strategies instructors use to reduce cognitive load. The results revealed that instructors use various strategies to reduce students' cognitive load, such as personalized repertoire selection guidance, a step-by-step educational approach, the use of visual aids and digital tools, and promoting students' self-directed learning. The instructors found these strategies to be effective in reducing students' cognitive load during piano learning. This study holds significance by presenting various strategies that can effectively manage cognitive load in piano learning, providing practical insights that can be applied in educational settings.