Cognitive load theory and the format of instruction
Paul Chandler and John Sweller compare split-source instruction, in which related material such as text and diagrams is kept apart, with integrated instruction. They argue that split sources force learners to integrate the material mentally before learning can begin, which creates unnecessary cognitive load. The paper reports six experiments using electrical engineering and biology materials; the first, run over several months in an industrial training setting with materials that were unintelligible without mental integration, favoured integrated instruction.
Paul Chandler and John Sweller compare split-source instruction, in which related material such as text and diagrams is kept apart, with integrated instruction. They argue that split sources force learners to integrate the material mentally before learning can begin, which creates unnecessary cognitive load. The paper reports six experiments using electrical engineering and biology materials; the first, run over several months in an industrial training setting with materials that were unintelligible without mental integration, favoured integrated instruction.
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Chandler, P., & Sweller, J. (1991). Cognitive load theory and the format of instruction. Cognition and Instruction, 8(4), 293-332. doi:10.1207/s1532690xci0804_2 https://doi.org/10.1207/s1532690xci0804_2