Chunking involves the use of smaller pieces in a bid to remember a larger whole more easily(West, Farmer, & Wolff, 1991). This involves the use of a memory technique which aids in learning. As cognitive load has to do with the mental effort to achieve a task, some learning is involved with every design that imposes a cognitive load (Lidwell et al., 2010). As a result of this a learning tool such as chunking allows breaking up data into small pieces or chunks so that they may more readily be recalled from memory. This makes any data set with the chunking method applied easier to remember as a sum of its parts than as a whole. For instance, the long phone number 87609876 will be easier to remember when chunked as 876-098-76. The same process is applied to design and visual communications by breaking down tasks into smaller and easily memorisable steps(Hyerle, 2009; Munyofu et al., 2007; Wakerly, 2006; West et al., 1991).
Hyerle, D. (2009). Visual tools for transforming information into knowledge (Second edition. ed.). Thousand Oaks, CA :: Corwin Press.
Lidwell, W., Holden, K., & Butler, J. (2010). Universal principles of design Retrieved from Ebook Library http://public.eblib.com/choice/publicfullrecord.aspx?p=3399678
Munyofu, M., Swain, W. J., Ausman, B. D., Lin, H., Kidwai, K., & Dwyer, F. (2007). The effect of different chunking strategies in complementing animated instruction. Learning, Media and Technology, 32(4), 407.
Wakerly, J. F. (2006). Digital design : principles and practices (4th ed. ed.). Upper Saddle River, N.J. :: Pearson/Prentice Hall.
West, C. K., Farmer, J. A., & Wolff, P. M. (1991). Instructional design : implications from cognitive science. Boston :: Allyn and Bacon.