Understanding instructions

The understanding of instructions was explored within the context of cognitive load theory. Instructional material may be difficult to understand if it consists of many elements that must be held in working memory simultaneously. If the number of elements that must be processed exceeds working-memory capacity, then some elements must be combined into schemas before the material can be understood. A diagram may reduce cognitive load by providing such a schema. In a series of experiments, 3 different electrical resistor problems were given to students to complete, with instructions presented using diagrams or text. Results suggested that understanding depends on the degree of interaction among elements of information. However, if interacting elements can be incorporated into a diagrammatic schema, cognitive load will be reduced and understanding enhanced.