We all live in the information age and are inundated daily with countless bits of information, especially in our work routine. And then there is the annual training to consider. To ensure that your learners are not overwhelmed by too many impressions, you should pay attention to a few things.
Who doesn’t know this: In the stressful workday, there often isn't enough time for important tasks, and then there is a training measure on top of that. If this is mandated by the employer, it may lead to discontent among some employees and add additional stress. A good way to integrate training into everyday life is through digital offerings like e-learning. It is particularly important to keep the load and cognitive load as low as possible during training.
First things first: What does cognitive load even mean?
Cognitive load is a term from psychology that refers to the learning process and the processing of learning content. More specifically, the Cognitive Load Theory describes the amount of mental resources needed for a learning process. But don't worry, it shouldn't get too scientific here!
We all have limited capacities, regardless of the topic. When our resources are exhausted, we can no longer work and think productively - the same applies to the learning process. Three types of load interact, which can influence learning success: intrinsic load, extraneous load, and germane load.
Intrinsic Load
As the term intrinsic suggests, intrinsic load is the burden that arises from within. This type of load pertains to the learning material and the individual elements of your training course. The extent of the intrinsic load depends on the preferred learning style and the prior knowledge of the learners. Generally, the higher the domain-specific prior knowledge, the lower the intrinsic load. This form of burden can hinder learning for the learners.
Example: Your learning content is already quite complex because it deals with data protection. Your participants have to engage with the topic but have had little exposure to it so far. Their prior knowledge is relatively low, and the amount of information is large. There is a risk of information overload. To keep the intrinsic load as low as possible, you should first explain all relevant terms. Afterwards, your learners can recognize larger connections and delve deeper into the topic.
Extraneous Load
Extraneous load or irrelevant cognitive load primarily refers to the presentation and delivery of learning content - in other words: How is your e-learning or training structured? This form of load mainly concerns external conditions and less about the content itself. Depending on the mode of presentation, a learning content can be easier or harder to understand. This is especially true if certain prior knowledge is already available, or conversely, if certain elements in a course cause confusion or distraction. This type of load is also hindering learning.
Example: To enable your learners to focus on the topic of data protection, the framework conditions must also be right. Minimize unnecessary distractions that serve only for a more attractive appearance of your course and focus solely on the content. Design your content as clearly as possible and avoid unnecessary elements and repetitions.
Germane Load
The last type of load pertains to the learners themselves and describes the actual understanding of the learning content. Germane load is beneficial for learning and should therefore be promoted. The greater the germane load, the better the actual learning performance. This learning-related load describes, among other things, the effort that the learner must expend to understand learning content, relationships, and processes. Learners actively engage with your content, independently establish connections, and solve problems that arise during the learning process.
Example: In the context of data protection, this could be a fictional scenario where learners must decide what to do. They thereby apply the theoretical content in a complex situation.
So, what can we learn from this? Package learning content in such a way that as little distraction arises as possible, and cognitive load is reduced. Supporting elements like graphics or videos should relate to the learning content so that the relevant cognitive load is increased and learners can actively apply your learning content.
Cognitive Load in E-Learning: What HR Professionals Should Consider
To allow your learners to fully concentrate on your training, you can take the following points into account to keep cognitive load low.
1. Pay Attention to the Processing Capacity of Learners
To keep intrinsic load as low as possible, you should focus on small learning units in the style of microlearning:
Create one learning content per topic, and prefer breaking these into smaller parts rather than making them too big.
Add a summary or review at the end of each learning unit.
Ideally, you should place these in the overall context so that learners can create connections between pieces of information themselves.
Ensure that your learners can easily access your learning content to minimize possible hurdles.
2. Consider the Prior Knowledge of Your Participants
To promote the germane load of learners, you should incorporate their experience level and prior knowledge into the planning:
Ask about participants’ knowledge before starting your training and adjust the learning content accordingly.
If you are sure that the participants have the prior knowledge, you should skip repetitions of basic concepts.
3. Design Your Learning Content to Suit Your Target Audience
Learners should be at the center of training planning, which applies to more than just the selection of topics:
Ensure a consistent structure in your training so that your learners can navigate through your course.
To quickly recognize connections from complex content, related learning materials should be positioned as closely as possible.
To keep motivation and attention high, you should choose varied methods and alternate between images, text, and video.
4. Reduce Learning Content Without Recognizable Added Value
When designing training, extraneous load is often overlooked, as those responsible want to make their courses as appealing as possible - this can, however, be distracting:
Get straight to the point with your learning content and use clear language with short sentences.
Avoid unnecessary duplications and refrain from optical embellishments that serve only to beautify your course.
You can see that there are various ways to minimize cognitive load for learners. In summary, it can be stated: Consider the absorption capacity of learners, design your learning content to meet their demands, take their prior knowledge into account, and eliminate all content without added value.
Conclusion
Cognitive load in e-learning is effectively reduced when content is clearly structured, pedagogically sound, and consistently aligned with the learners’ absorption capacity.
Digital training can challenge, but it should not overwhelm. Those who break down learning content into manageable units, avoid unnecessary distractions, and consider the prior knowledge of the target group lay the foundation for sustainable learning success.
What matters is not the amount of information, but its presentation. A clear structure, understandable language, and thoughtfully designed learning paths help participants focus on what is essential and actively process the content. This creates a learning process that motivates, embeds knowledge long-term, and has a real impact in everyday work.
Updated on 20.02.2026
