The Role of “Understanding” in Human Cognitive Architecture: A Cognitive Load Theory Perspective

Abstract Within cognitive load theory, understanding is a process in which meaning is constructed by “chunking” the multiple elements that constitute high element interactivity material into a single element that is stored in long-term memory. That process does not occur for low element interactivity material to which the term “understanding” is never applied even if the material is difficult to learn due to its bulk. Based on human cognitive architecture, understanding is thus assumed to have occurred when working memory can easily process high element interactivity information as a single chunked element or a relatively small number of elements, depending on learners’ expertise. This paper discusses the integration of understanding into human cognitive architecture within a cognitive load theory framework along with educational implications suggested by cognitive load theory-based instructional designs for understanding.