Cognitive Load Theory

An instructional design theory proposing that learning is hindered when too much information is processed at once, overwhelming working memory. In sign language learning, cognitive load is particularly high because learners must simultaneously process and produce multiple channels of visual information — hand shapes, movements, locations (manual signs) and facial expressions, head movements, body posture (non-manual signs). Collaborative approaches like CoSignPlay aim to reduce cognitive load by allowing learners to offload parts of the signing task to partners, focusing on one component at a time.