The purpose of this study is to investigate the effects of the instructional material formats (visual and text vs. text only) and types of learning (individual learning vs. collaborative learning) on cognitive load, task flow, satisfaction of collaboration, and mindmap. Based on the cognitive load theory, multiple working memory perspective was proposed to enhance learning result by facilitate collaboration. Moreover, visual information is very effective to help learners to share their cognition with peers. In this study, there was a main effect by a collaborative learning on increasing learners' self-evaluation. However, visual and text information was more effective to increase the task flow than text only information. Furthermore, the visual and text had a positive impact on the learners' satisfaction on collaboration process. There was a significant interaction effect for the mindmap evaluation. It indicated that the visual and text information combined with collaboration is a more effective way to enhance learners' shared cognition. This study suggested several instructional strategies to facilitate collaborative learning and use of mindmap.