A system dynamics (SD) model without an instructional overlay is not a sufficient learning tool (Spector and Davidsen 1997, Alessi 2000). We propose Cognitive Load Theory (CLT, Sweller 1988) as a theoretical framework for devising effective instructional context for SD models. Providing a systematic distinction between the several sources of cognitive load, CLT specifies what (and why) should be considered when the instructional overlay for a learning environment is designed. Having developed a simple SD model of the theory, we use it to explore how various instructional choices might impact effectiveness of the learning process. Finally, we consider the CLT recommendations in the context of SD-based learning environments and discuss how they may provide input to developing a set of guidelines for design of effective ways to communicate insights of SD models to a broader audience.
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