Abstract
Higher education faces challenges in developing high-level cognitive skills in students, with many learning approaches still ignoring cognitive principles. This study aims to test the effectiveness of integrating Cognitive Load Theory (CLT) and Dual Coding Theory (DCT) in active learning to reduce excessive cognitive load and improve student understanding, memory, and motivation. A quasi-experimental design was used involving 64 undergraduate students who were divided into two groups: an experimental group that received CLT and DCT-based active learning, and a control group that followed conventional active learning. Data were collected through pre-test and post-test, semi-structured interviews, and classroom observations, and analyzed using t-test, MANOVA, and qualitative thematic analysis. The results showed that the experimental group obtained significantly higher post-test scores, with almost twice the improvement in learning compared to the control group. Qualitative analysis showed that CLT successfully reduced unnecessary cognitive load, while DCT strengthened comprehension through visual-verbal integration. College students also report higher engagement and ongoing motivation. This research makes an original contribution by proving the benefits of the combination of CLT and DCT in active learning, as well as offering a research-based framework to create a more effective and engaging learning environment in the digital age.