Abstract
Cognitive Load Theory (CLT) and the Cognitive Theory of Multimedia Learning (CTML) deal with the thesis that human working memories can only store and retain a limited number of items and address how to utilize individual capacity in the learning process without provoking cognitive overload. Based on these theoretical insights, traditional ways of non-digitalized learning are usually perceived to be more effective, as there may be less cognitive overload due to digital multimedia design; however, with the use of modern technology, digital educational offerings such as e-Learning programs can be effective as modified and tailored to the learners’ needs. This article studies how language barriers can negatively impact the success of eLearning programs for migrants and refugees from the perspective of CLT and a pedagogical point of view. The theoretical framework of CLT and CTML applied to interpret the findings from empirical data collected as part of the EU-funded project “Young Refugees AI Student Empowerment Program – RAISE.” The project aims to capture the participants´ experiences and cognitive skills by shaping pedagogical strategies that adjust to the learner’s optimal pace and learning needs. The study explores the structural requirements of eLearning programs for migrants and refugees based on Cognitive Load Theories. The baseline is that eLearning is complex and demands significant working memory resources. This effect is significantly elevated to a point where it harms learning when the external demands vastly exceed the corresponding cognitive working memory resources.