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Analyse a learning task for cognitive load problems and recommend specific design improvements. Use when tasks overwhelm students, instructions feel complex, or materials need simplifying.
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Analyse a learning task for cognitive load problems and recommend specific design improvements. Use when tasks overwhelm students, instructions feel complex, or materials need simplifying.
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Design a worked example fading sequence from fully worked examples through to independent practice. Use when teaching procedures, algorithms, or multi-step processes to novice learners.
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Design a visual complement to verbal content using dual coding principles for stronger encoding. Use when creating slides, diagrams, posters, or visual explanations of complex concepts.
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Design the transition from worked examples to independent problem-solving using expertise-reversal principles. Use when students follow examples but cannot solve problems alone.
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Design the transition from worked examples to independent problem-solving using expertise-reversal principles. Use when students follow examples but cannot solve problems alone.
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Design a worked example fading sequence from fully worked examples through to independent practice. Use when teaching procedures, algorithms, or multi-step processes to novice learners.
中文简介正在准备中。当前显示原文说明。
Design a visual complement to verbal content using dual coding principles for stronger encoding. Use when creating slides, diagrams, posters, or visual explanations of complex concepts.
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Review user experience and interface design using Nielsen's heuristics, WCAG 2.1 accessibility guidelines, keyboard and screen reader audit, user flow analysis, cognitive load assessment, and form usability evaluation. Use when conducting a usability review before release, assessing WCAG 2.1 accessibility compliance, evaluating user flows for efficiency, reviewing form design, or performing a heuristic evaluation of an existing interface.
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AI dynamic reasoning balance — maintaining grounded reasoning under cognitive pressure, smooth chain-of-thought coordination, and weight-shifting cognitive load across subsystems. Use at the beginning of a complex task requiring multiple coordinated reasoning threads, after a sudden context shift or tool failure, when chain-of-thought feels jerky, or when preparing for sustained focused work that requires all subsystems in alignment.
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"Apply Cognitive Load Theory to optimize instructional design by managing intrinsic, extraneous, and germane load within working memory limits. Use this skill when the user needs to diagnose why learners are overwhelmed, redesign training or documentation for better comprehension, evaluate UI/UX information architecture for cognitive burden, or when they ask 'why is this tutorial confusing', 'how to simplify complex instructions', or 'what causes information overload'.".
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Designs digital experiences for ADHD brains using neuroscience research and UX principles. Expert in reducing cognitive load, time blindness solutions, dopamine-driven engagement, and compassionate design patterns. Activate on 'ADHD design', 'cognitive load', 'accessibility', 'neurodivergent UX', 'time blindness', 'dopamine-driven', 'executive function'. NOT for general accessibility (WCAG only), neurotypical UX design, or simple UI styling without ADHD context.
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Evaluate UI/flows from cognitive load, error prevention, and accessibility perspectives. Apply when reviewing UX, discussing user confusion, high drop-off, or form usability issues.
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Designs digital experiences for ADHD brains using neuroscience research and UX principles. Expert in reducing cognitive load, time blindness solutions, dopamine-driven engagement, and compassionate design patterns. Activate on 'ADHD design', 'cognitive load', 'accessibility', 'neurodivergent UX', 'time blindness', 'dopamine-driven', 'executive function'. NOT for general accessibility (WCAG only), neurotypical UX design, or simple UI styling without ADHD context.
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