Editing Dual coding theory (section)

== '''Challenges''' ==
Screen-based learning with engaging graphics and sounds may help learners focus and learn, but there are still some significant problems to consider. However, working memory processing is restricted, and the integration of auditory and visual information will be limited by the cognitive load(Sweller et al., 1998). If dual-channel instructional media content contains a significant number of stunning images as well as audio and video files, whether the auditory or visual channel provide too much information to be processed, resulting in cognitive overload and limiting learners' learning? Therefore, how can instructional designers make better use of DCT without putting themselves in danger of having to deal with extraneous cognitive load? I believe that we should consider the above questions before adopting dual-channel instructional media materials.