Cognitive Load Theory: Implications for Affective Computing

摘要

Cognitive load theory investigates instructional consequences of processing limitations of human cognitive system. Excessive cognitive load inevitably influences our affective states by causing frustration that may discourage further learning activities, while low-load tasks may also be disengaging and boring. This paper reviews basic assumptions of cognitive load theory and their consequences for optimizing the design of information presentations, as well as general implications for affective computing.