The article "Cognitive Architecture and Instructional Design: 20 Years Later" by John Sweller, Jeroen J. G. van Merriënboer, and Fred Paas reviews the evolution of cognitive load theory over the past two decades. Cognitive load theory, introduced in the 1980s, emphasizes the role of working memory and long-term memory in learning and instruction. The theory posits that cognitive load, which can be intrinsic, extraneous, or germane, affects learning outcomes. Intrinsic cognitive load is determined by the complexity of information, extraneous cognitive load by how information is presented, and germane cognitive load by the resources devoted to learning tasks. Key developments in cognitive load theory over the last 20 years include: 1. **Theoretical Foundations**: The theory has been strengthened by incorporating evolutionary psychology, which provides a biological basis for human cognitive architecture. 2. **Four-Component Instructional Design (4C/ID)**: This model extends cognitive load theory to the design of educational programs, focusing on courses or curricula. 3. **New Cognitive Load Effects**: Research has identified new cognitive load effects, including compound effects that alter the characteristics of other cognitive load effects. 4. **Measurement Methods**: New instruments have been developed to measure different types of cognitive load. The article also discusses the importance of explicit instruction in dealing with domain-specific content, the role of long-term memory in transforming working memory, and the need to manage cognitive load to enhance learning and transfer. The authors conclude by outlining future research directions, emphasizing the continued relevance and applicability of cognitive load theory in educational psychology and instructional design.The article "Cognitive Architecture and Instructional Design: 20 Years Later" by John Sweller, Jeroen J. G. van Merriënboer, and Fred Paas reviews the evolution of cognitive load theory over the past two decades. Cognitive load theory, introduced in the 1980s, emphasizes the role of working memory and long-term memory in learning and instruction. The theory posits that cognitive load, which can be intrinsic, extraneous, or germane, affects learning outcomes. Intrinsic cognitive load is determined by the complexity of information, extraneous cognitive load by how information is presented, and germane cognitive load by the resources devoted to learning tasks. Key developments in cognitive load theory over the last 20 years include: 1. **Theoretical Foundations**: The theory has been strengthened by incorporating evolutionary psychology, which provides a biological basis for human cognitive architecture. 2. **Four-Component Instructional Design (4C/ID)**: This model extends cognitive load theory to the design of educational programs, focusing on courses or curricula. 3. **New Cognitive Load Effects**: Research has identified new cognitive load effects, including compound effects that alter the characteristics of other cognitive load effects. 4. **Measurement Methods**: New instruments have been developed to measure different types of cognitive load. The article also discusses the importance of explicit instruction in dealing with domain-specific content, the role of long-term memory in transforming working memory, and the need to manage cognitive load to enhance learning and transfer. The authors conclude by outlining future research directions, emphasizing the continued relevance and applicability of cognitive load theory in educational psychology and instructional design.