ABSTRACT
This chapter examines studies on self-management of cognitive load. Only a handful of studies have explored self-management in the context of split attention. The chapter discusses recent fi ndings that show that instructional formats requiring students to self-manage split attention may decrease the load on working memory. It also discusses the self-management methods used in various studies to physically move text to associated parts of a diagram on a digital platform or in a paper-based instructional format and the effects of such movements on learning. On the basis of self-management-effect studies, this chapter concludes by hypothesizing that superior learning outcomes result from carefully constructed self-managed instructional formats rather than from conventional split-attention instructional formats.
