Thursday, October 15, 2026.

Cognitive load is the mental effort a person uses to understand information, make decisions, remember details, and complete a task. In interactive media, every unclear instruction, unexpected change, or detail a user must keep in mind adds work beyond the task itself.

People with ADHD, learning disabilities, memory impairments, and other cognitive differences can face particular barriers when interfaces demand sustained attention, working memory, or interpretation. Clearer, more predictable experiences often help everyone, especially when people are tired, interrupted, unfamiliar with a system, or using it under stress.

One useful learning model separates cognitive load into three kinds. It helps us ask what work a task requires and what work the interface adds; it is a design lens, not a WCAG classification.

• Intrinsic load: mental effort inherent in the task itself. Understanding unfamiliar information, solving a problem, or making a complex decision requires cognitive effort.
• Extraneous load: additional mental effort imposed by how information or interactions are designed. Confusing navigation, inconsistent terminology, and unclear instructions make tasks harder than necessary.
• Germane load: mental effort devoted to developing understanding and building useful knowledge. Recognizing patterns, connecting ideas, and learning how a system works can make future interactions easier.

Working memory holds information in mind while we make a decision or complete a task. Try the same equipment reservation twice and notice how the interface changes the mental work.

• What information did you have to remember?
• When did you feel uncertain about your progress or earlier choices?
• Which changes made the second attempt easier?

Cognitive accessibility is a broader design goal. WCAG sets specific, testable requirements; meeting applicable criteria does not guarantee low cognitive load.

Compare the same equipment-pickup information presented as one dense paragraph and as a short sequence with descriptive headings. The task has not changed; the second version makes the steps and conditions easier to locate and remember.

Clear organization can reduce extraneous load. The example illustrates good design; it is not, on its own, a conformance test.

These WCAG 2.2 criteria address specific aspects of how people find and understand information across a page or site:

• 1.3.1 Info and Relationships (A): relationships conveyed visually, such as headings, lists, and form groups, must also be programmatically determinable or available in text. This helps preserve meaning when presentation changes.
• 2.4.6 Headings and Labels (AA): headings and labels that are present must describe their topic or purpose. They help users orient themselves; the criterion does not require headings or labels to exist.
• 3.2.3 Consistent Navigation (AA): repeated navigation mechanisms appear in the same relative order across pages in a set. Predictable placement can reduce relearning.

These criteria reduce specific kinds of ambiguity, correction effort, and short-term memory demand in processes:

• 3.3.2 Labels or Instructions (A): when content requires user input, labels or instructions are provided so people know what is expected.
• 3.3.3 Error Suggestion (AA): when an input error is automatically detected and a correction is known, suggest it, unless doing so would jeopardize security or the content’s purpose.
• 3.3.7 Redundant Entry (A): information already entered in the same process is auto-populated or available to select, unless re-entry is essential, required for security, or the information is no longer valid.

These are specific WCAG requirements with defined scope and exceptions, not a general guarantee that every interaction will be cognitively easy.

WCAG success criteria address important, testable requirements. They do not measure every source of cognitive load or guarantee that an experience is clear, efficient, or inclusive. A user may still face excessive choices, confusing language, distracting complexity, or a demanding task even when applicable criteria are met.

Use criteria to support precise claims, and use observation and user impact to identify broader usability concerns. Reduce unnecessary effort without removing the meaningful thinking the task itself requires.

Continue in your existing three HuskyCT-managed teams and use the remaining class time to finish the existing Challenge 06 work. Work from the original instructions, deliverables, 10-point rubric, and HuskyCT submission workflow.

Instructor check-ins are informal conversations as I visit each team:

• What have you discovered so far?
• What accessibility or usability problems are emerging?
• Which findings can you connect to WCAG criteria?
• Are there cognitive-load issues WCAG does not fully address?
• What are you proposing to improve, and why?

These prompts guide instructor check-ins only. Teams do not present to the whole class and do not submit additional work beyond Challenge 06.

Starting October 20, we’ll move to a studio-based rhythm: learn new content online at your own pace, then use class time to practice, collaborate, and develop your final project—with instructor support along the way.

• Learn asynchronously: New module content, examples, and resources will be available online.
• Take on weekly challenges: Each challenge will arrive alongside relevant instructional content.
• Make class time count: Keep attending and participating. Meetings will focus primarily on hands-on challenge and final-project work, collaboration, accessibility evaluation, and questions.
• Stay connected: I’ll join our regular class sessions to guide you and check progress, except October 29. Every Monday, look for a HuskyCT announcement with the week’s activities, expectations, and upcoming deadlines.

We’ll keep building practical skills: WCAG criteria and A/AA/AAA conformance; keyboard and screen-reader testing; documenting barriers; and designing, implementing, and verifying improvements. Quiz 2 covers course concepts and applied accessibility evaluation; further instructions will be provided before the quiz.