Updating instructional materials to reduce cognitive load benefits all students—including neurodivergent learners—by increasing comprehension and motivation while decreasing frustration. These recommendations are backed by evidence from empirical research; some are copied from the WCAG 2.2 readability and perceivability standards.

Typography & Formatting

• Use sans‑serif fonts (Arial, Verdana, Roboto) or special fonts designed to increase legibility (Atkinson Hyperlegible, Lexend).
• Minimum 16px font size, 1.5× line spacing, 2x paragraph spacing; 50-75 characters per line.
• Avoid ALL CAPS, italics, underlining; use bold for emphasis.
• High contrast text/background (but avoid pure white background).

Layout & Structure

• Use clear (sub)headings and short paragraphs.
• Left‑align text (right-align for RTL languages); avoid justified or centered.
• Add white space and bullet points/numbered lists for scannability.
• Keep formatting consistent across materials.

Language

• Use plain, direct language—be explicit and concrete; define jargon.
• Prefer active voice.
• Break content into small chunks; scaffold with previews, summaries, and organizers.

Visuals & Icons

• Use visuals to reinforce text, not introduce new information.
• Always add captions and alt text to visuals.
• Limit emojis/icons; avoid decorative images and auto‑play media.
• Don’t rely solely on color for meaning.

LMS & Navigation

• Keep layout/navigation consistent.
• Label content clearly; minimize clicks to access materials.
• Offer multiple/multimodal formats.

 

Why should I update my instructional materials?

There are several reasons to update your instructional materials with the goal of reducing cognitive load for your students:

• These recommendations benefit all your students.
• They particularly benefit your neurodivergent students[1], increasing the accessibility, inclusivity, and equity of your course.
• Several of the recommendations below are part of the readability and perceivability standards listed in the most recent (version 2.20) Web Content Accessibility Guidelines (WCAG), set by the Web Accessibility Initiative (WAI).
• Less visually (and cognitively) overwhelming materials may increase students’ motivation to read them.

With that said, this document outlines recommendations supported by evidence from empirical research to reduce cognitive load and improve comprehension (most from cognitive psychology, though plenty from UX design, specifically).

[1] Understood here as students with ADHD, ASD, dyslexia, visual or auditory processing disorders, etc.

 

Typography & Text Formatting

Fonts

You can find and preview fonts on https://fonts.google.com/.

1. Sans-serif fonts such as Arial, Verdana, Helvetica, Roboto, and Poppins are generally easier to read on screens.

• Avoid serif fonts like Times New Roman, Georgia, or Garamond—their decorative strokes can reduce screen readability and increase cognitive load.

2. Below are some (free) fonts specially designed to increase readability, often with neurodivergent readers in mind:

• Atkinson Hyperlegible: Designed by the Braille Institute to improve legibility and readability for individuals with low vision (used in entire document)
• Lexend[1]: Reduces visual stress and improves reading speed
• OpenDyslexic: Specially designed to reduce letter confusion

Formatting

Most of these recommendations are from WCAG 2.20; others were selected from other websites with empirically supported UX design recommendations.

3. Font size should be at least 16 pixels to support readability for low-vision users.
4. Line spacing should be at least 1.5x the font size to prevent visual crowding.
5. Spacing following paragraphs should be at least 2x the font size to help segment information and reduce visual fatigue.
6. Aim for 50-75 characters per line for paragraph width[2]to reduce eye strain and prevent disrupting reading flow.
7. Avoid ALL CAPS as the lack of difference in height and letter shape make text harder to read.
8. Avoid italics and underlining as they can distort letter shapes and interfere with screen readers. Bold text for emphasis.
9. High contrast between text and background enhances legibility and reduces cognitive effort.

• However, avoid pure white backgrounds as they cause visual strain, especially for neurodivergent users sensitive to brightness or light.
• Off-white, light gray, soft beige or cream are better options.

[1] Lexend has different versions which differ in width (Deca, Exa, Giga, Mega, Peta, Tea, and Zetta); the version demonstrated here is the “standard” (Deca) version.

[2]Shorter lines are better for accuracy, making them ideal for detailed reading. Meanwhile, longer lines are more suited for quick scanning, which helps when readers are searching for specific information.

 

Layout & Structure

1. Headingsand subheadings help with navigation and provide context.
2. Left-align text for LTR languages and right-align text for RTL languages to maintain consistent starting points and spacing, aiding readability and reducing cognitive load.

• Avoid justified text as this introduces variable white spaces between words which can negatively affect students using screen magnifiers.
• Avoid centered text as this changes the starting place of each line, increasing cognitive load needed to find where each line begins.

3. Short paragraphs separated by empty lines support chunking and reduce cognitive overload.
4. Bullet points and numbered lists improve scannability and comprehension.
5. Sufficient white space around the text prevents clutter and visual fatigue.
6. Consistency is key! Use consistent formatting across materials as predictability reduces cognitive efforts and supports executive functioning.

 

Language

1. Plain, direct language is preferred to prevent confusion, misunderstandings, and unnecessary cognitive load. This includes defining jargon and acronyms.
2. Be explicit and concrete in your instructions to improve clarity and predictability for all, but particularly neurodivergent, students.
3. Active voice improves clarity.
4. Break content into small, manageable chunks (a true cognitive psychology classic) to support working memory.
5. Scaffolding supports executive functioning, reduces uncertainty, and improves attention and retention. Previews, summaries, visual cues, graphical organizers, headers, dividers, (sub)headings, lists, and tables serve as structural aids that make information easier to navigate and absorb.

 

Visuals & Icons

1. Visuals should complement text to aid comprehension, preferably illustrating relationships.
2. Visuals should only reinforce key points from the text, not introduce new information, as this can be confusing.
3. Always explain visuals by including a caption or brief description to help students understand their purpose and relevance.
4. Include alt text for any visuals to ensure screen reader compatibility and accessibility.
5. Emojis and icons can be used but should be used sparingly and clearly to aid comprehension.
6. Avoid decorative-only images as they can distract readers.
7. Avoid unnecessary animations, transitions, and auto-play media as these can be distracting and overstimulating.
8. Avoid relying solely on color to convey meaning as colorblind students and students using screen readers may not detect differences in text color.

 

LMS & Navigation

1. Consistency is key! Use consistent layout and navigation and consistency in appearance for buttons, links, and other common repeatable components to increase predictability and reduce confusion.
2. Label content clearly to improve usability and comprehension.
3. Minimize clicks to access content and materials to improve ease of navigation and reduce the effort needed (and potential resulting frustration) to find relevant information.
4. Offer multiple and preferably multimodal formats to support diverse preferences and needs.

 

Additional Reading & Resources

• Harvard University’s Digital Accessibility Guide
  • Guide for Academic Content
• Web Content Accessibility Guidelines 2.2 – Quick Reference Guide
• Web Accessibility Initiative’s Design & Develop Overview
  • Tutorials
• National Center on Accessible Educational Materials
  • Creating Accessible Documents
  • Designing for Accessibility
• iubenda[1]
  • Inclusive Design Principles in Digital Products
  • Most Accessible Fonts
  • Color Contrast Accessibility
  • Alt Text: 6 Best Practices

[1] This is a compliance platform, but they provide some great resources that are relevant to us.