Learning Management Systems and Cognitive Load: Mapping Research Trends and Future Directions Etika Khaerunnisa, Heni Pujiastuti, Cecep Anwar Hadi Firdos Santosa
Universitas Sultan Ageng Tirtayasa
Abstract
The integration of digital technology in education has encouraged the widespread use of Learning Management Systems (LMS)- however, inappropriate implementation may increase students^ cognitive load. This study aims to analyze research trends, LMS implementation, and research gaps related to cognitive load management through a Systematic Literature Review (SLR) approach. The data were obtained from Scopus-indexed international journal articles published between 2015 and 2026, with the selection process conducted using the PRISMA framework. Of the 154 initial articles, 67 met the inclusion criteria. The findings indicate that publications related to LMS and cognitive load increased significantly during the 2020-2025 period, with Social Sciences and Q1 journals as the dominant categories. Bibliometric analysis identified cognitive load, e-learning, education, and learning as the main research themes. LMS implementation was categorized into the use of freely available online applications, the development of customized LMS applications, and the enrichment of instructional design and curriculum. Overall, LMS can improve learning quality and academic achievement- however, it may also increase cognitive load when not supported by appropriate instructional design. Therefore, the integration of technology, pedagogy, and cognitive principles is essential to create effective and sustainable digital learning environments.
Keywords: Learning Management Systems (LMS)- Cognitive Load- Systematic Literature Review- Bibliometric Analysis
