- Title: Reducing cognitive load by mixing auditory and visual presentation modes
- Authors: Mousavi, Yaghoub Low, Sweller
- Access the original paper here
Paper summary
This 1995 Journal of Educational Psychology article explores how presenting information using mixed auditory and visual modes reduces cognitive load in learning. The authors hypothesize that using multiple sensory channels expands effective working memory capacity, thus mitigating the negative effects of split attention—the difficulty of integrating information from separate sources. Six experiments using geometry problems demonstrate that a mixed auditory-visual presentation significantly improves learning outcomes compared to a purely visual approach, even when simultaneous processing is not possible. The findings support cognitive load theory and offer practical implications for instructional design, particularly with the increasing availability of multimedia learning technologies.
What are the key implications for teachers in the classroom?
The research detailed in the source suggests that teachers can increase students’ working memory capacity by presenting information using a mixed auditory and visual mode. This approach is particularly useful when students have to split their attention between multiple sources of information that need to be mentally integrated. For example, presenting geometry problems visually with accompanying statements aurally can enhance learning compared to a purely visual mode. This is because using both auditory and visual working memory increases effective cognitive capacity.
The studies presented in the source demonstrate the benefits of a mixed auditory and visual presentation mode over a single (visual) mode. The results hold even when the auditory and visual material cannot be processed simultaneously. This suggests that the advantage is due to increased memory capacity under dual-mode presentation conditions rather than simultaneous presentation of information.
The source goes on to argue that instructional design that does not consider cognitive load factors is likely to be deficient. The authors see their research as an extension of the role of cognitive load in instructional design. They suggest that teachers can use cognitive load theory to inform instructional design in a variety of contexts.
Quote
Instructional design that does not emphasize cognitive load factors is likely to be deficient
