Nine ways to reduce cognitive load in multimedia learning

First; we propose a theory of multimedia learning based on the assumption that humans possess separate systems-for-processing pictorial and verbal material (dual channel assumption), that each channel is limited An the amount of material that can be processed at, one time. (limited-capacity. assumption), and that meaningful learning involves cognitive processing including building connections between pictorial and verbal representations (active processing-assumption). Second, based on the cognitive theory of multimedia learning, we examine the concept of cognitive overload in which the learner's intended cognitive processing exceeds the learner's available cognitive capacity. Third, We examine five overload scenarios. For each overload scenario, we offer one or two theory-based suggestions. for how to reduce cognitive load and we summarize our research results aimed at testing the effectiveness of each suggestion. Overall, our analysis shows that cognitive load is a central consideration in the design of multimedia instruction.