Cognitive load theory assumes that information should be structured to elimi- nate any avoidable load on working memory in order in order to enhance learning. We hypothesized that the appropriate type of structure may depend on the learner's level of expertise. Less expert learners using a diagram might require the dia- gram to be physically integrated with related text-based information in order to reduce cognitive load. However, the same diagram might be intelligible in isola- tion by more experienced learners, who might require the elimination of redun- dant text to reduce cognitive load.
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