Cognitive Load Theory and the Format of Instruction

@article{Chandler1991CognitiveLT,
  title={Cognitive Load Theory and the Format of Instruction},
  author={Paul Chandler and John Sweller},
  journal={Cognition and Instruction},
  year={1991},
  volume={8},
  pages={293-332}
}
Cognitive load theory suggests that effective instructional material facilitates learning by directing cognitive resources toward activities that are relevant to learning rather than toward preliminaries to learning. 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… 
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