Designing Visual Learning Materials for Technical Disciplines on the Basis of Cognitive Load Theory

The article examines how the principles of cognitive load theory can be translated into practical rules for designing visual learning materials in technical disciplines. The distinction between intrinsic, extraneous and germane load is analysed with regard to the specific content of strength of materials, electrical circuits and theoretical mechanics. Particular attention is paid to the split-attention, redundancy, modality, signaling, segmenting and expertise reversal effects and to the ways in which each of them manifests itself in typical engineering diagrams, schemes and slides. On this basis, typical design errors are identified and a step-by-step checklist is proposed that allows a teacher to evaluate and refine visual materials before they are used in lectures, practical classes and independent work.