Cognitive Load Theory and Gamification

One of the challenges I face when designing new lectures or adapting existing ones is how to present complex concepts in a way that is both engaging and effective. At the same time, I must ensure that the content aligns with curriculum requirements without overloading students. Concerns about workload are common in the pharmacy program, prompting the question: How much information can students realistically retain in a single lecture? 

Cognitive Load Theory (CLT) offers some insight into this issue. CLT is an educational theory that states that working memory has a limited capacity. Therefore, instructional methods should be designed to avoid overwhelming working memory to maximize retention into long-term memory (Office of Educational Improvement, 2022). CLT categorizes cognitive load into three types:
  • Intrinsic load: the inherent complexity of the material, no matter how it is presented (Office of Educational Improvement, 2022). 
  • Extraneous load: the way material is presented, which can either support or hinder learning depending on clarity and relevance (Office of Educational Improvement, 2022). 
  • Germane load: the mental effort required to process, understand, and integrate new material (Office of Educational Improvement, 2022).

To address concerns about cognitive overload while maintaining student engagement, I have considered incorporating gamification into my lectures.

What is Gamification?

Gamification is the incorporation of game elements, such as points, levels, and leaderboards, into traditional learning activities (Centre for Teaching Excellence, n.d.). Gamification transforms learning from a passive to an interactive experience that encourages participation through rewards and feedback. It can make learning more enjoyable. 

An Example of Gamification in Pharmacy Education

Gamification can be used to teach pharmacy students the complex topic of drug interactions. 

1. Manage intrinsic load by breaking down the topic content into smaller, manageable parts. 

        e.g., look at one type of drug interaction at a time 

2. Reduce extraneous load by utilizing a game interface that is simple and free from distractions.

        e.g., avoid flashy animations or extravagant storylines that detract from learning

3. Enhance germane load by encouraging active engagement and reflection. 

        e.g., provide immediate feedback and award badges to reinforce learning

Examining gamification through the lens of CLT reveals it as a strategic tool that can be used to enhance learning. However, it is important to implement it thoughtfully to support cognitive load rather than adding to it. 

Split-screen illustration showing two learning approaches. On the left, labelled "Cognitive Load Theory," a frustrated man studies a book with math symbols and graphs floating around his head, indicating overwhelm. On the right, labelled "Gamification," a smiling woman wearing headphones plays on a tablet, surrounded by motivational icons like a star, heart, level indicator, and trophy. A brain graphic is centred between the two sections.
(OpenAI, 2025)

References
Centre for Teaching Excellence. (n.d.). Gamification and game-based learning. University of Waterloo. https://uwaterloo.ca/centre-for-teaching-excellence/catalogs/tip-sheets/gamification-and-game-based-learning

Office of Educational Improvement. (2022, May). Cognitive load theory: A guide to applying cognitive load theory to your teaching. Medical College of Wisconsin. https://www.mcw.edu/-/media/MCW/Education/Academic-Affairs/OEI/Faculty-Quick-Guides/Cognitive-Load-Theory.pdf

OpenAI. (2025). AI-generated illustration comparing cognitive load theory and gamification [Digital image]. ChatGPT (DALL·E). https://chat.openai.com/

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