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Content chunking that improves learning
Whether you're a learning designer or an educator, chunking supports learning
When you’re an expert in your subject, it’s tempting to share everything at once. But too much information delivered too quickly can overwhelm learners and reduce retention. Chunking is the process of breaking content into manageable, meaningful sections and is a proven technique that supports learning by aligning with how our brains process information.
Whether you’re a learning designer, educator, or SME writing content for a course, knowing how to organise your material into digestible chunks can make your learning content clearer, more engaging, and easier to absorb.
Our top tips
Start with a chunking structure
Stick to one idea at a time
A good chunk often covers one concept, procedure, or decision point. This reduces cognitive load and helps learners process and retain new information more effectively. Avoid layering multiple new concepts in one paragraph or screen.
Use headings and subheadings
Descriptive headings act like signposts and help learners skim or revisit content easily. Use specific headings, such as “Steps for safe equipment use” or “Why the policy matters.”
Keep paragraphs or interactives short
Stick to 3–5 lines per paragraph. White space makes content more inviting and less intimidating.
Space it out
Don’t be afraid of using multiple screens, slides, or pages. Spacing content across screens is not about making the module longer, it’s about helping learners take in information at the right pace.
Support text with visuals when chunking content
Pair text with relevant images, diagrams, or videos that reinforce the concept.
Introduce, explain, recap when chunking content
Chunking can follow a simple pattern:
- Introduce the topic and its relevance
- Explain or demonstrate it
- Recap with a summary, checklist, or short reflection
When content is presented in structured, digestible sections, learners are better able to understand, apply, and remember what they’ve learned.
Clark, R. C., & Mayer, R. E. (2011). e-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning (3rd ed.). Pfeiffer.
Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63(2), 81–97. https://doi.org/10.1037/h0043158
Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory. Springer.
