This book provides a comprehensive and critical overview of
learning accounting. It illustrates that when learners need to
mentally integrate two or more distinct items of information, it
places unnecessary demands on cognitive load. The book discusses
the cognitive load theory, which assumes that the task of mental
integration increases the load on already limited working memory,
and it does so to such an extent that learning may be severely
impeded. The book also investigates how students could deal with
cognitive overload when learning introductory accounting using
three instructional design formats: the split-attention format, the
integrated format, and the self-managed format.
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