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.
when essentialinformation is presented too rapidly, it can overload thelearner’s cognitive capacity, leading to cognitive overload.When this happens, the learner cannot process essentialinformation and learning outcomes effectively.
Summary: Provides the consequence of poor structure: "cognitive overload." This supports the argument that unstructured or non-standard writing risks overloading the reader, preventing them from understanding the core message.
Indirectly, this refutes the idea that "code-meshing" is necessary for more accurate communication.