Cognitive Load Theory (CLT) has been a cornerstone of educational psychology and instructional design for over 40 years. This influential theory explores the limits of working memory and how learning materials should be designed to maximize effectiveness. In 2010, Professor Jan Plass co-edited a pivotal volume on CLT, outlining its state-of-the-art applications—but also identifying key limitations.

Now, in June 2025, Professor Plass’s new book presents a major evolution of the theory, addressing three critical shortcomings by introducing an interval approach and a goal-driven approach. These advancements allow CLT to:

1. Distinguish cognitive demands across learning phases – Recognizing that different stages of learning (e.g., initial instruction vs. application) impose varying cognitive loads.

2. Incorporate learner motivation – Previously, CLT couldn’t effectively guide designs like educational games, which rely heavily on engagement. This update integrates motivational factors into instructional planning.

3. Account for learner emotions – Emotional design (e.g., visuals, narratives) now has a research-backed role in CLT, explaining how affective elements influence cognitive processing and retention.

This refined theory opens new possibilities for designing more adaptive, engaging, and effective learning experiences. Stay tuned for the book’s release—it’s a must-read for educators, instructional designers, and anyone passionate about the science of learning!

Reference:

Plass, J.L., Moreno, R., & Brünken, R. (Eds.) (2010). Cognitive Load Theory. Cambridge University Press

Kalyuga, S., & Plass, J.L. (forthcoming). Rethinking Cognitive Load Theory. Oxford University Press.

• Award For Design into Practice: Madison Weidner    

• Award For Theory into Practice: Owen Tsoi & Paul Huang   

• Award For Design for Empowerment: Jiayu Du    

• Award For Healing Through Design: Mier Qin    

• Award For Prototyping and Visual Design: Lyla (Liyun) Cheng    

• Award For Evidence-Based Design: Sarah Eisenstein    

• Award For Community Justice: Maisha Sarker    

• Award For Departmental Banner Bearer: Sara Jakubowicz    

• Outstanding Leadership & Service to the Department Award: Shem Alleyne    

• Outstanding Scholarship Award: Darryl Hutchinson    

• Departmental Banner Bearer: Danira Khatwani

The paper describes the initial findings from an exploratory case study at a youth filmmaking lab. Using observations, reflective interviews, and creative artifacts, the researchers examined the production process for six young filmmakers. By analyzing and coding the filmmakers’ reflections and artistic decisions, the researchers identified critical thinking habits of mind such as perspective-taking, adapting, synthesizing, and assessing. Iterative analyses of filmmakers' data helped the researchers develop a codebook for Critical Thinking Habits of Mind in Media Arts Learning. This codebook is the first step in creating a framework for studying critical thinking in media arts learning and will be used to study this phenomenon across diverse settings. This paper was written by NYU ECT Doctoral Fellow Jill Beale, Post-Doctoral Fellow Francisco Castro, ECT PhD students Xiaomeng Huang and Cass Scheirer, MA students Chuqing Lyu and Yuning Gao, and Professor Kayla DesPortes. 

Before joining NYU ECT, I worked in the game industry as an artist and designer. I helped design a serious game called On Call, where players take on the role of doctors caring for patients under pressure. Even though it was an educational game, most of our design thinking was still focused on making it fun, rather than on how people learn. That made me reflect. Since I studied English education during my undergrad, I started to wonder—how can games support learning? That’s why I applied to ECT. This program gives me the theory and support I was missing. It teaches learning science, especially cognitive science, and allows students to try new ideas with grants and feedback.

On Call is a serious game about doctors who need to balance patient care, emotional stress, and trust. It helps players understand how communication, stress, and empathy play a role in the healthcare field. The lead narrative of this game is about a doctor, and we keep the content reliable. The game was longlisted for the 2024 Yugo BAFTA Student Awards and shortlisted for the Serious Games GALA Conference.

I was the character designer. I created visuals for the people in the game—doctors, patients, and family members. But I faced many challenges. For example, I gave the main doctor gold-rimmed glasses. Some players thought it looked thoughtful and smart, but others said it looked like something an old lady would wear. I also drew an African American grandmother based on a reference image, but people thought she looked East Asian. These mistakes taught me that designing characters isn’t just about how they look—it’s about how people understand them. 

On Call helped me realize that I want to keep exploring how visual design supports user psychology. My next step is to continue along this path, working on projects that focus on how visuals can reduce stress and guide emotion in learning environments. I’m especially interested in collaborating across fields. And I think the ECT community also provides opportunities to work with people from multiple majors. With the support of ECT’s community and grants, I hope to create new tools and studies that show how visual elements can improve user focus and emotional connection in learning games.

As a master’s student in Learning Technology and Experience Design, I was recently awarded a student grant for my thesis project titled “Bridging Language and Cultural Gaps: The Role of First Language Mentors in Supporting English Learners in K-12 Classrooms.” My research investigates how first-language mentors can support newcomer English Learners and their teachers by fostering culturally responsive communication and connection. In my study, mentors are defined as professionals who share students’ first language and cultural background, serving as role models and sources of inspiration beyond the classroom. The project led to the development of MasterMinds, a platform designed to streamline access to these mentors in schools. 

I conducted mixed-methods research combining focus groups, interviews, and surveys with teachers, students, and mentors in the Chicagoland area. The grant was used to incentivize teacher participation in the study, helping collect insights from educators working directly with linguistically diverse students.