This study seeks to investigate how cognitive load influences knowledge construction and what is the
role of layered integrated instructional techniques in facilitating the construction and automation of
schemas whilst users are interacting with e-learning tools. Initially the literature on how Cognitive
Load Theory (CLT) plays a role in e-learning tools is presented, this is followed by the considerations
that need to be taken when developing e-learning tools with CLT as a focus so that learners can gain
the best possible learning outcomes.
This paper finally presents three different ways that e-learning tools can be designed when
considering the cognitive load of learners. These three methods are: integrated layering with no
previous information displayed; integrated layering with previous information displayed; and
integrated layering with the current stem highlighted. Each of these methods has theory that supports
their design, however the context of the learner needs to be taken into consideration when developing
the e-learning tools.