1. While designing an instructional textbook for a third grade science class the cognitive load of the text can be reduced by :
a. using large type sizes (14 points)
b. white space
c. more readable text
d. clear layouts
e. clarify text by examples
f. summaries
g. headings
h. signals
In combining an illustration of blood flow through the heart with text and labels, the separation of the text from the illustration forces the learner to look back and forth between the specified parts of the illustration and the text. If the diagram is self-explanatory, research data indicates that processing the text unnecessarily increases working memory load. If the information could be replaced with numbered arrows in the labeled illustration, the learner could concentrate better on learning the content from the illustration alone. Alternatively, if the text is essential to intelligibility, placing it on the diagram rather than separated will reduce cognitive load associated with searching for relations between the text and the diagram.
2. If you want the learner to learn a list of names of states in two different countries you can minimizing the amount of information presented at one time through chunking, sequencing, grouping and visual cues of content to reduce cognitive load.
a. Chunking:
b. Visual Cues:
3. Kearsley (2006) combining an illustration of blood flow through the heart with text and labels (contiguity theory), the separation of the text from the illustration forces the learner to look back and forth between the specified parts of the illustration and the text. If the diagram is self-explanatory, research data indicates that processing the text unnecessarily increases working memory load. If the information could be replaced with numbered arrows in the labeled illustration, the learner could concentrate better on learning the content from the illustration alone. Alternatively, if the text is essential to intelligibility, placing it on the diagram rather than separated will reduce cognitive load associated with searching for relations between the text and the diagram (Sweller, 1999).
(Sweller, J. Instructional Design in Technical Areas, [Camberwell, Victoria, Australia: Australian Council for Educational Research, 1999]).
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