ABSTRACT
This chapter discusses the implications of the fi ndings within the context of extant literature, limitations of the study and recommendations for future research.
As discussed previously, the fundamental purpose of instructional design is to make an effective use of the available cognitive resources and also to achieve higher performance. The studies reported in this book provide a fi rst trend in this direction by reporting signifi cantly better performance in the self-management format group than in the split-attention and integrated-format groups. The implications reported in this book are numerous, not only for split attention but also for other cognitive load effects.
