The article by Kalyuga, Chandler, and Sweller investigates methods to mitigate the cognitive load associated with split-attention in multimedia instruction. Split-attention occurs when learners must mentally integrate text and diagrams, which can overburden their limited working memory. Two experiments were conducted to explore alternative instructional designs. **Experiment 1** compared three instructional formats: Visual text, Audio text, and Visual plus Audio text. The results showed that the Audio text group outperformed the Visual text and Visual plus Audio text groups, indicating that dual-mode presentations can enhance learning by increasing effective working memory capacity. However, redundant information, such as simultaneously presenting visual and auditory text, increased cognitive load and negatively impacted learning. **Experiment 2** introduced color-coding to reduce cognitive load. Participants were divided into two groups: color-coded-diagram-and-text and conventional separate-diagram-and-text. The color-coded group demonstrated lower subjective ratings of cognitive load and higher test performance on multiple-choice items compared to the conventional group, suggesting that color-coding can effectively circumvent the problems associated with split-attention. The authors conclude that dual-mode presentations and color-coding are effective strategies to reduce cognitive load and enhance learning in multimedia instruction. These techniques can be used to optimize instructional design and improve learning outcomes.The article by Kalyuga, Chandler, and Sweller investigates methods to mitigate the cognitive load associated with split-attention in multimedia instruction. Split-attention occurs when learners must mentally integrate text and diagrams, which can overburden their limited working memory. Two experiments were conducted to explore alternative instructional designs. **Experiment 1** compared three instructional formats: Visual text, Audio text, and Visual plus Audio text. The results showed that the Audio text group outperformed the Visual text and Visual plus Audio text groups, indicating that dual-mode presentations can enhance learning by increasing effective working memory capacity. However, redundant information, such as simultaneously presenting visual and auditory text, increased cognitive load and negatively impacted learning. **Experiment 2** introduced color-coding to reduce cognitive load. Participants were divided into two groups: color-coded-diagram-and-text and conventional separate-diagram-and-text. The color-coded group demonstrated lower subjective ratings of cognitive load and higher test performance on multiple-choice items compared to the conventional group, suggesting that color-coding can effectively circumvent the problems associated with split-attention. The authors conclude that dual-mode presentations and color-coding are effective strategies to reduce cognitive load and enhance learning in multimedia instruction. These techniques can be used to optimize instructional design and improve learning outcomes.