This entire, extremely complex section is the technical support for the biological load.
Summary: Linguistic difficulty triggers the release of stress/arousal neurotransmitters (norepinephrine) to help the brain cope, proving Mises's concept of "uneasiness."
Apply CLT in lesson planning, focusing on prioritizing essentialinformation and breaking down complex tasks into manageable segments.
Summary: This offers the solution: "segmentation." This proves that breaking information into standard, predictable chunks (Standardization) is the mechanism for preserving reader motivation.
Cognitive load in English learning significantlynegatively affects extrinsic motivation (β = -0.772, p<0.001)
Summary: Provides the hard statistical evidence that high transaction costs (cognitive load) destroy the specific type of motivation (extrinsic) required for professional and vocational success.
unclear instructional materialsand complex information presentation add extraneous cognitive load.
Summary: Defines "extraneous load" as a result of "unclear presentation," supporting the argument that non-standard writing (code-meshing) unnecessarily taxes the reader. This also aligns with findings from Liu.
High cognitive load can lead to feelings of stress and frustration, thereby reducinglearning motivation
Summary: Connects high cognitive load directly to "stress and frustration," validating the Misesian concept that "uneasiness" causes the consumer to exit the market (in this case, stop reading).
high segmentation significantly impacts cognitive load, vocabulary learning, retention,and reading comprehension across various aspects of multimedia learning. In essence, segmentation reducescognitive load, supports learning efficiency, and facilitates more profound understanding, vocabulary learning, andretention.
Summary: This offers empirical proof that structure (segmentation) directly correlates with "learning efficiency" and "profound understanding," serving as the scientific backing for the "Professional Imperative" of standardization.
segmenting dynamic visualizations intomeaningful units may aid learning by assisting learn-ers in grouping related elements and identifying naturalboundaries between events
Summary: This explains how structure helps: it allows readers to identify "natural boundaries." This validates the use of standard grammar conventions as necessary markers that help the brain group and process ideas, especially for those still learning the English language.
Segmentation is a crucial prin-ciple in multimedia learning that suggests presentinginstructional materials in segments that align with thecognitive pace of learners. By breaking lessons into man-ageable chunks, segmentation offers learners control overthe speed of Instruction, thereby facilitating their abilityto manage cognitive processing [27–29].
Summary: Defines segmentation as a tool for managing cognitive processing, supporting the claim that structure is necessary for the reader (consumer) to handle the flow of information.
This helps to simplify the approach for those learning a new language, and reduces cognitive load.