This academic article presents a comparative analysis of switching cost in the periodic teaching system of conventional education and the One Day One Book Model of system learnography. It examines how frequent transitions between multiple subjects in a school day impose cognitive and neural costs on students—weakening focus, fragmenting knowledge transfer, and disrupting brainpage development. This paper explores the phenomenon of switching cost in the periodic teaching system of conventional education and contrasts it with the continuous learning flow of the One Day One Book Model in system learnography. Switching cost refers to the mental and neural energy lost when students shift between multiple subjects and contexts throughout the school day. By analyzing the cognitive, neural, and knowledge transfer effects of frequent transitions, this study highlights how fragmented learning in traditional classrooms weakens focus, retention and brainpage formation. One Day One Book approach i...