ABSTRACT
Presenting information via multiple representations or with additional interesting details can increase extraneous cognitive load. However, this is not always true. It is not only the materials per se that can increase extraneous cognitive load, but also the students not being informed about how to use them appropriately. Accordingly, we present two illustrative studies showing that if students are informed about the roles of multiple representations within the learning materials, extraneous cognitive load and the corresponding negative effects on learning outcomes can be avoided – even if the materials remain unchanged. Such positive effects of “informed use” extend the self-management effect of cognitive load theory by suggesting that students can reduce cognitive load themselves even when they are not specifically guided on how to “improve” the instructional materials in terms of cognitive load effects. Lastly, we present suggestions for further research along the lines of potential boundary conditions for “informed use” effects.
