A typical description of modality effects methods as a source of cognitive load in the instructional design

Abstract

The current research paper aimed to provide an exemplary description of the methods of modality as a source of the cognitive load in instructional designs, We proceeded from the possibility of the cognitive load occurring as a result of defects in the instructional design of the subject in a manner that does not correspond to the learner's cognitive system,so the material may take in its content multiple modality(text, image) The effect of modality of the material appears in two characteristics(the effect of split-attention,the effect of verbosity).Images from a hypothetical activity that illustrate these effects were included with the introduction of the proposed alternative formulation from the cognitive load theory, and we concluded recommendations for improving instructional design.