Cognitive Load Theory and the Format of Instruction¶
Chandler, P., & Sweller, J. (1991). Cognitive Load Theory and the Format of Instruction. Cognition and Instruction, 8(4), 293-332.
Cited by¶
2 citations across 2 artifacts.
Each citation links to the sentence it supports in the citing article.
Domain-specific¶
- Cognitive Load
- Enables interface and workflow design: identifying where extraneous load accumulates lets designers remove redundancy, reduce split attention (via the dual-channel processing principle), and provide scaffolds that free capacity for task-essential processing.
This sourceIntroduces the split-attention effect: integrating disparate visual-verbal sources reduces extraneous load.
Supported in partVerified against the publisher's abstract
Abstract states split-source (split-attention) material imposes heavy cognitive load and that integrated formats reduce it; it backs only the split-attention half of the claim.
“One example of ineffective instruction occurs if learners unnecessarily are required to mentally integrate disparate sources of mutually referring information such as separate text and diagrams. Such split-source information may generate a heavy cognitive load, because material must be mentally integrated before learning can commence.”
- Enables interface and workflow design: identifying where extraneous load accumulates lets designers remove redundancy, reduce split attention (via the dual-channel processing principle), and provide scaffolds that free capacity for task-essential processing.
Mechanisms¶
- Instructional Material Layout
- Keeping an explanation beside its example directly counters the split-attention effect — the extra cognitive load imposed when a learner must integrate two related sources separated in space or time.
This sourceShows that separating mutually referring text and diagrams imposes avoidable cognitive load because learners must mentally integrate the sources.
- Keeping an explanation beside its example directly counters the split-attention effect — the extra cognitive load imposed when a learner must integrate two related sources separated in space or time.
Verification¶
Does it exist? Confirmed. This work's DOI resolves to a registered record, which fixes its identity. That is all it fixes.
Does it back the claim? Read against the text for 1 of 2 citations: 1 supported in part. Each verdict is shown under its citation below, with what in the work backs the sentence.
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