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¶
1 citation across 1 artifact.
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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.
- 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.
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