What Is Chunking?
Chunking is the process used to organize or classify a large content of information into small parts and group the parts (chunks) into categories or classification that makes the information easier to understand and remember (Puskar, 2022). Other terms that people have used in reference to chunking include clustering, structuring, and organizing (West et al., 1991, p. 38). The chunking concept was introduced by George Miller in 1956 after conducting psychological research. Malamed (2011) states that “The reason the brain needs this assistance is because working memory, which is where we manipulate information, has a small capacity and a short duration. Chunks reduce the load on working memory” (para 2).
In addition, Malamed (2011) stated that Chunking may be used when working with text-based or number-based content. For example, it would be easier to remember content about mammals if the content were grouped into categories than looking at a general list of mammals.
| List of Mammals | Chunked List | |
|
Marine:
|
Land:
|
Other strategies for chunking content include mnemonics or acronyms. One can use the word HOMES as a mnemonic to teach students about the Great Lakes of the United States; Huron, Ontario, Michigan, Erie, and Superior (Dempsey, 2017). Similarly, one can group figures such as credit cards or telephone numbers into chunks to enhance memory. Instead of 12406528321, it is easier to recall the figures if listed in this format: 1+240-652-8321.
How to Chunk Instructional Content
The frequently used methods of chunking text-based content include the following:
- Short paragraphs, with white space to separate them
- Short text lines of text (around 50–75 characters)
- Clear visual hierarchies with related items grouped together ((Moran, 2016, para. 5)
Other tips that would enhance scanning of the main points of text-based content are:
- Headings and subheadings that clearly contrast with the rest of the text (bolder, larger, etc.)
- Highlighted keywords (bold, italic, etc.)
- Bulleted or numbered lists (Moran, 2016, para. 9)
Advantages of Chunking Instructional Content
When content has been properly chunked, learners benefit in many ways, including:
- Manages cognitive load – our minds have limited information-processing ability, so we have to process it in relatively small pieces.
- Helps students stay motivated -if students become overwhelmed with the amount of information they receive, they often have a decrease in motivation.
- Helps learners organize knowledge – when we break information into logical pieces, the learners can see how the information is organized and can therefore mentally organize it more easily.
- Helps instructional designers stay organized and redesign more easily – when instructional materials are organized and chunked logically, it is easier for the designer to find, revise, and improve them (Gardner (2022, para. 2)
References:
Dempsey, C. (2017, January 22). Geography Mnemonics to Learn About the Great Lakes.
Geographyrealm. https://www.geographyrealm.com/
Gardner, J. (2022). Reflections on Learning Success: Tips for “Chunking” Instructional Materials.
http://joelleegardner.blogspot.com/2013/06/tips-for-chunking-instructional.html
Malamed, C. (2011). Chunking Information for Instructional Design. The eLearning Coach.
https://theelearningcoach.com/elearning_design/chunking-information/
Miller, G. (1956). The magical number seven, plus or minus two: some limits on our
capacity for processing information. Psychological Review, 63(2), 81-97. http://dx.doi.org/10.1037/h0043158
Moran, K. (2016). How Chunking Helps Content Processing. Nielsen Norman Group.
https://www.nngroup.com/articles/chunking/
Puskar, M. (2022, June 29). What Is Chunking Psychology? Definition and Applications. BetterHelp.
West, C. K; Farmer, J. A. & Wolf, P. M (1991). Instructional Design; Implications from Cognitive Science. Pearson.