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1 reference
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- Vol 7 PE: App D
cognitive load theorysplit-attention effectredundancy effectworking-memory resourcesintegrated instructional formatslearner knowledge effectsJournal article Evidence summaryAt a glance
Chandler and Sweller develop cognitive load theory through six experiments on instructional formats in electrical engineering and biology.
Key ideas
When learners must mentally integrate mutually referring sources, such as a diagram separated from the text needed to interpret it, working-memory resources are consumed by searching and coordination before learning can occur. Integrating essential information physically can reduce this split-attention burden and improve performance. Conversely, combining information that is independently understandable can create redundancy and add unnecessary processing. The effectiveness of a format therefore depends on the learner's knowledge and on whether each source is necessary, not on a universal preference for more explanation or multimedia.
Why it matters
For instructional designers, the article supports analysing the cognitive operations a learner must perform, integrating indispensable sources, removing or making optional redundant material, and testing designs with the intended learners rather than assuming that added information always helps.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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