Facilitating and inhibiting learning by the spatial contiguity of text and graphic: How does cognitive load mediate the split-attention and expertise reversal effect? (original) (raw)
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The Cognitive Basis for The Split-attention Effect
2019
The split-attention effect entails that learning from spatially separated, but mutually referring information sources (e.g., text and picture) is less effective than learning from the equivalent spatially integrated sources. According to cognitive load theory, impaired learning is caused by the working memory load imposed by the need to distribute attention between the information sources and mentally integrate them. In this study, we directly tested whether the split-attention effect is caused by spatial separation per se. Spatial distance was varied in basic cognitive tasks involving pictures (Experiment 1) and text-picture combinations (Experiment 2; pre-registered study), and in more ecologically valid learning materials (Experiment 3). Experiment 1 showed that having to integrate two pictorial stimuli at greater distances diminished performance on a secondary visual working memory task, but did not lead to slower integration. When participants had to integrate a picture and wri...
Managing split-attention and redundancy in multimedia instruction
Applied …, 1999
Two experiments investigated alternatives to split-attention instructional designs. It was assumed that because a learner has a limited working memory capacity, any increase in cognitive resources required to process split-attention materials decreases resources available for learning. Using computer-based instructional material consisting of diagrams and text, Experiment 1 attempted to ameliorate split-attention eects by increasing eective working memory size by presenting the text in auditory form. Auditory presentation of text proved superior to visual-only presentation but not when the text was presented in both auditory and visual forms. In that case, the visual form was redundant and imposed a cognitive load that interfered with learning. Experiment 2 ameliorated split-attention eects by using colour coding to reduce cognitive load inducing search for diagrammatic referents in the text. Mental load rating scales provided evidence in both experiments that alternatives to split-attention instructional designs were eective due to reductions in cognitive load.
The phenomenon that more knowledgeable learners do not benefit or even suffer from physically integrated text-picture formats, which work successfully with less knowledgeable learners, is called the expertise reversal effect in cognitive load theory (CLT) literature. A possible explanation of the expertise reversal effect is offered by CLT researchers, who argue that more knowledgeable learners suffer from extraneous cognitive load. Another explanation is given in the context of the cognitive theory of multimedia learning (CTML). In the CTML it is assumed that more knowledgeable learners can deal with difficult formats because of being able to invest germane load, that is applying relevant learning strategies. This study examined the different assumptions about the mechanism underlying the expertise reversal effect. Sixty students were assigned to either a group with low or high prior knowledge and to a group with either separated or integrated format, resulting in a 2 x 2 design. All students were eye tracked during learning. Subjective ratings of cognitive load could not support the extraneous load explanation. The results of the eye tracking data rather supported the assumptions made in the CTML.
Reading Information Graphics: The Role of Spatial Contiguity and Dual Attentional Guidance
2008
In a naturalistic newspaper reading study, two pairs of information graphics have been designed to study the effects of (a) the spatial contiguity principle and (b) the dual scripting principle by means of eye tracking measurements. Our data clearly show that different spatial layouts have a significant effect on readers' eye movement behaviour. An integrated format with spatial contiguity between text and illustrations facilitates integration. Reading of information graphics is moreover significantly enhanced by a serial format, resulting from dual attentional guidance. The dual scripting principle is associated with a bottom-up guidance through the spatial layout of the presentation, suggesting a specific reading path, and with a top-down guidance through the conceptual pre-processing of the contents, facilitating information processing and semantic integration of the material. The integrated and serial formats not only attract readers' initial attention but also sustain the readers' interest, thereby promoting a longer and deeper processing of the complex material. The results are an important contribution to the study of the cognitive processes involved in text-picture integration and offer relevant insights about attentional guidance in printed media, computer-based instructional materials and textbook design.
Reducing cognitive load by mixing auditory and visual presentation modes
Journal of Educational Psychology, 1995
This article reports findings on the use of a partly auditory and partly visual mode of presentation for geometry worked examples. The logic was based on the split-attention effect and the effect of presentation modality on working memory. The split-attention effect occurs when students must split their attention between multiple sources of information, which results in a heavy cognitive load. Presentation-modality effects suggest that working memory has partially independent processors for handling visual and auditory material. Effective working memory may be increased by presenting material in a mixed rather than a unitary mode. If so, the negative consequences of split attention in geometry might be ameliorated by presenting geometry statements in auditory, rather than visual, form. The results of 6 experiments supported this hypothesis.
Computers in Human Behavior, 2009
The phenomenon that the physical integration of verbal and pictorial information sources, compared to their physical separation, enhances learning is known as the split-attention effect. This paper investigates how the split-attention effect can be best explained against the background of cognitive load theory. In an experimental study, students learned about physiological processes with either an integrated or a split-source format. Secondary task performance was used to measure overall cognitive load, whereas subjective ratings were used to measure intrinsic, extraneous and germane load individually. Learners with split-source format achieved lower learning outcomes, but did not show worse secondary task performance than learners with integrated format. These results contradict the assumption that only an increase in extraneous load for learners with a split-source format mediates the split-attention effect. Mediation analyses of the subjective load ratings revealed that both, extraneous and germane load contributed to the split-attention effect. These results support the assumption that germane load also plays a crucial role in mediating the split-attention effect.