Two experiments investigated alternatives to split-attention instructional designs. The first experiment used auditory text to reduce cognitive load in split-attention situations, finding that auditory text was more effective than visual text but not when combined with visual text, as the visual form became redundant. The second experiment used color coding to reduce cognitive load by aligning diagram elements with textual elements, improving learning. Both experiments showed that reducing cognitive load through these methods enhanced learning. Working memory has limited capacity, and split-attention materials increase cognitive load, reducing learning effectiveness. Cognitive load theory suggests that instructional materials should minimize cognitive load and maximize schema acquisition. Split-attention occurs when text and diagrams must be mentally integrated, increasing cognitive load. Physical integration of text and diagrams reduces cognitive load and enhances learning. Dual-mode presentations (audio and visual) can also reduce cognitive load by increasing working memory capacity. However, redundancy in dual-mode presentations can increase cognitive load. Experiment 1 compared three instructional formats: visual text, audio text, and visual plus audio text. The audio text group performed better than the visual text group, but the visual plus audio text group performed worse than the audio text group, indicating that redundancy in dual-mode presentations can be detrimental. Experiment 2 compared conventional and color-coded instructional formats. The color-coded group performed better, indicating that color coding can reduce cognitive load and enhance learning. Both experiments demonstrated that reducing cognitive load through alternative instructional designs improves learning. The results support the use of dual-mode presentations and color coding to mitigate the negative effects of split-attention. These findings have implications for instructional design, suggesting that reducing cognitive load through these methods can enhance learning effectiveness.Two experiments investigated alternatives to split-attention instructional designs. The first experiment used auditory text to reduce cognitive load in split-attention situations, finding that auditory text was more effective than visual text but not when combined with visual text, as the visual form became redundant. The second experiment used color coding to reduce cognitive load by aligning diagram elements with textual elements, improving learning. Both experiments showed that reducing cognitive load through these methods enhanced learning. Working memory has limited capacity, and split-attention materials increase cognitive load, reducing learning effectiveness. Cognitive load theory suggests that instructional materials should minimize cognitive load and maximize schema acquisition. Split-attention occurs when text and diagrams must be mentally integrated, increasing cognitive load. Physical integration of text and diagrams reduces cognitive load and enhances learning. Dual-mode presentations (audio and visual) can also reduce cognitive load by increasing working memory capacity. However, redundancy in dual-mode presentations can increase cognitive load. Experiment 1 compared three instructional formats: visual text, audio text, and visual plus audio text. The audio text group performed better than the visual text group, but the visual plus audio text group performed worse than the audio text group, indicating that redundancy in dual-mode presentations can be detrimental. Experiment 2 compared conventional and color-coded instructional formats. The color-coded group performed better, indicating that color coding can reduce cognitive load and enhance learning. Both experiments demonstrated that reducing cognitive load through alternative instructional designs improves learning. The results support the use of dual-mode presentations and color coding to mitigate the negative effects of split-attention. These findings have implications for instructional design, suggesting that reducing cognitive load through these methods can enhance learning effectiveness.