Abstract
This study explored how different formats of social studies instructional materials - textual, visual, and interactive affect college students’ cognitive load and engagement. It aimed to support teachers in creating learning environments that promote not only memorization but also meaningful understanding of historical and civic concepts. Using a quantitative comparative approach, 90 students were divided into three groups, each exposed to one type of instructional material. Data were collected through a carefully developed and validated instrument and analyzed using descriptive statistics and one-way ANOVA. The findings showed that visual materials attracted the highest levels of engagement but also resulted in increased cognitive load, suggesting that while these materials encourage deeper thinking, they also overwhelmed learners if not carefully designed. Interactive materials also improved engagement and cognitive processing, whereas textual materials led to the least engagement and cognitive demand. Statistically significant differences were found between textual and both visual and interactive formats. Overall, the study highlights the need for well-balanced instructional design that fosters student engagement without causing cognitive overload. It recommends combining different material formats to enhance learning effectiveness in social studies education.
