Decreasing Barriers to Learning: Understanding Cognitive Load in the Modern Classroom

Authors

• Rory Cantwell, Virginia Commonwealth UniversityFollow

Abstract

This article applies Cognitive Load Theory (CLT) to investigate current classroom uses of technology and how these may support or hinder student learning. First, the article explores the current understanding and application of CLT. Then, focusing on cell phone and laptop computer use, it examines how current evidence surrounding the most prevalent educational technologies may suggest strategies for classroom technology use. The article concludes by offering implications for current practitioners, including a decision tree educators can use to determine situational classroom technology usage.

Author Biography

Rory K. Cantwell is a Ph.D. student in Educational Psychology attending Virginia Commonwealth University. She engages in applied educational research as a graduate assistant and junior lab manager in the Motivation in Context Laboratory. Cantwell holds a BA in Elementary Education from Bridgewater College.

Recommended Citation

Cantwell, Rory (2026) "Decreasing Barriers to Learning: Understanding Cognitive Load in the Modern Classroom," Virginia English Journal: Vol. 74: Iss. 2, Article 5.
Available at: https://digitalcommons.bridgewater.edu/vej/vol74/iss2/5