Reducing Cognitive Load in Multimedia-based College English Teaching

Based on empirical research and qualitative analysis, this paper aims to explore reducing cognitive load in multimedia-based college English teaching. According to cognitive load theory of multimedia learning (CLTML), rational distribution of cognitive resources can effectively reduce cognitive overload. The findings of the study between the experimental group and the controlled group show that the average performance of the former in the test is much better than that of the latter, proving that instructional design guided by CLTML may facilitate reducing cognitive overload and enhance meaningful processing.