Programming without Overload: Optimizing Teaching through Cognitive Load Theory

• João Henrique Berssanette IFPR

DOI: https://doi.org/10.5753/educomp_estendido.2025.6308

Abstract

This short course presents an approach based on Cognitive Load Theory (CLT) to optimize the teaching and learning process of computer programming, an area often associated with high dropout rates. Structured in four moments that integrate theory and practice, it is intended for teachers who work in programming education at different educational levels. The proposal integrates theoretical aspects of CLT and its practical application in programming teaching, offering evidence-based guidelines and practical strategies for effective cognitive load management during the development of programming content.

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