Bristol Institute for Learning and Teaching

Can you figure out what the instructions are for below?

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Before initiating the thermal elevation of dihydrogen monoxide to approximately 373.15 K, ensure that the infusion substrate, preferably oxidised or unoxidised Camellia sinensis foliar particulates, is properly contained within a cellulosic steeping interface. Once the aqueous medium has reached optimal phase-transition temperature, it should be transferred to a receptacle of appropriate dielectric capacity, taking care to maintain laminar flow and minimise particulate agitation. The solute–solvent interaction should proceed for roughly 120 ± 30 seconds, though the operator may adjust this according to chromatic intensity or subjective gustatory endpoints. Optional nutritive adjuncts such as lactose emulsions or sucrose crystals can be introduced at the discretion of the consumer, ideally following thermal equilibration to around 333 K to prevent oral mucosal trauma.

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They are for making a cup of tea. However, it was probably difficult to figure out. 

But why exactly? 

How cognitive load theory (CLT) explains the difficulty 

Cognitive load theory states that we have a finite amount of space in our working memory to learn newthings. 

To learn something, we need to move it into long-term memory. But if we try to process too many new things at once, our working memory becomes overloaded, and it is much harder to learn or remember the information.

But what counts as an “element” depends on how developed your schema is. A schema is a network of connected knowledge in long-term memory that helps you make sense of new information, and it grows as you adapt and learn.

Schemas and chunking

In the “scientific” tea instructions, though, phrases like “thermal elevation of dihydrogen monoxide” or “solute–solvent interaction” don’t fit our existing schemas.

Our working memory has to process many elements that don’t actually help with the task of making tea:

For example,

• Translating technical phrases (“initiating the thermal elevation of dihydrogen monoxide to approximately 373.15 K” = boiling water)
• Searching through long, dense sentences to find the actual steps
• Coping without clear layout, headings, or sequence

When these extra, unnecessary elements are interacting and taking up working memory space, we experience what cognitive load theory calls extraneous load.

Extraneous cognitive load

Extraneous load is the unnecessary effort caused by processing elements in working memory that are not essential to completing the task or achieving the learning goal. One common cause is poorly designed learning materials.

This is the opposite to intrinsic load, which is the unavoidable mental effort needed to learn the task itself.

For example, if the aim of the “scientific” tea instructions is simply to show someone how to make a cup of tea, then the technical jargon creates extraneous load. But if the aim is to teach learners the scientific terms themselves, then that same jargon becomes part of the task. In other words, it counts as intrinsic load. 

Extraneous load & accessible design

Fortunately, extraneous load can be reduced through accessible design: small adjustments that make materials easier for all learners to process.

See some advice for the University of Bristol below: 

• Use plain English where possible   
• Use clear headings to help all users find what they need more easily   
• Use bullet points instead of large blocks of text—they are quicker to scan  
• Use bold for emphasis, not italics or underlining, as these are harder for dyslexic readers to process  
• Clearly separate tasks or activities from surrounding text, so students can easily find what they need to do   

Typical examples of extraneous load in learning materials

Note: The examples below were created with support from AI. They are entirely original and designed only to demonstrate possible issues in materials design.

Example 1: Reducing extraneous load

Summarising visual information When you look at a chart or graph, it’s really important to tell the reader what you can see in your own words. One simple way to do this is to first describe what the chart looks like, then say what it means, and finally give your opinion about why those numbers might be changing.Now have a go at doing this yourself. Below there’s a line graph showing mobile phone usage between 2010 and 2020. Try to write a short paragraph following the steps mentioned above, and make sure it is clear for your reader.

Issues

1. Conversational and redundant tone – e.g., “it’s really important to tell the reader what you can see in your own words”

• Instructions buried inside the explanation – students have to search for what to do rather than it being clearly separated.

Example 1: Reducing extraneous load

Summarising visual information When describing a chart or graph, follow the steps below. 1. Describe what the chart shows. 2. Summarise the main trend or pattern. 3. Suggest a reason for the change. Now, look at the line graph showing mobile phone usage (2010–2020) and write a short paragraph using these three steps.

Improvements

1. Removed redundant language
2. Instructions separated from the surrounding text

Example 2: Reducing extraneous load

Think about the question below and then discuss it in pairs or small groups.  How do you usually communicate with your peers in academic settings?

Issues

1. Unnecessary written instruction – “Think about the question below and then discuss it in pairs or small groups” creates unnecessary reading because the teacher will say this aloud.
2. Unclear context – “academic settings” is abstract and forces unnecessary inference.

Example 2: Reducing extraneous load

Answer the question below: How do you usually communicate with other students on your university courses?

Improvements

1. Removed redundant instruction – “Think about the question below and then discuss it in pairs or small groups” was deleted 
2. Used clearer, more concrete language – “peers in academic settings” was replaced with “other students on your university courses”, which is simpler and easier for students to visualise.

Accessible Design: Reducing Load for Better Learning

When we reduce extraneous load, we make learning fairer, simpler, and more achievable for everyone. It can be reduced by following accessible design principles. 

They should not be seen as an “extra”, but as a way to ensure that all students have the best possible chance of achieving the learning goals of any course they are on. 

Other blog articles on cognitive load theory:

“Why Teachers Should Consider Students’ Working Memory Limits When Designing Learning Tasks”

“Why learning materials sometimes don’t work — and how understanding intrinsic cognitive load can help”