The split-attention effect is a learning effect inherent within some poorly designed instructional materials. It is apparent when the same modality (e.g. visual) is used for various types of information within the same display. Users must split their attention between the materials, for example, an image and text, to understand the information being conveyed. The split-attention effect can occur physically through visual and auditory splits and temporally when time distances two pieces of information that should be connected.[1]
Consider the graphic below from Tarmizi and Sweller.[2] They used these graphics to compare the learning that takes place given split attention conditions. Each is a possibility of how one might arrange graphical material within a lesson. Ward and Sweller advise instructional designers to be careful when they direct a learner's attention.[3] In several studies and experiments, Sweller and his associates found that learners had difficulty following some worked examples with diagrams separated from formulas, whereas learners using integrated diagrams were better able to process that information, and significantly improved their performance relative to their peers.[3][4][5][6][7]
The split-attention effect is not limited to geometry. Chandler and Sweller found that this effect extends to a variety of other disciplines, due to it being a limitation in human information processing.[4] This is the result of high visual cognitive load due to poor instructional design.
The figure on the left side of the image produces the split-attention effect, while the figure on the right enhances learning because it guides the learner's attention through the worked example. Unincorporated visual displays of information, such as the image above, can be distracting and confusing for the user, aside from producing the split-attention effect.[8] The split-attention effect is an important form of extraneous cognitive load that instructional material designers should avoid.[7]
Visual split-attentionEdit
Chandler and Sweller found through empirical study that the integration of text and diagrams reduces cognitive load and facilitates learning.[5] They found that the split-attention effect is evident when learners are required to split their attention between different sources of information (e.g., text and diagrams). A study done in 1979 by Egan and Schwartz revealed the importance of chunking in the recall process of symbolic images.[9]Chunking has been proven to be a successful aid in long-term memory and image recall.[10] Egan and Schwartz's study also suggests that chunking cannot adequately be implemented when the information and an image produce a split-attention effect.[9]
Split attention is important evidence of the cognitive load theory as it demonstrates that the working memory load of instructional materials is important in the design of instructional materials. Chandler and Sweller also found that students viewing integrated instruction spent less time processing the materials and outperformed students in the split attention condition.[5] Pociask and Morrison found in another study that integrated materials resulted in higher test scores and reduces extraneous cognitive load.[7]
Deaf and hard of hearing students often experience and struggle with the visual split-attention effect. Because deaf and hard of hearing students need to focus their attention on the teacher or an interpreter, the student is forced to divide their attention between the instructor and the learning material.[11] Deaf and hard of hearing students are most likely to have the best experience in class and ease the effects of a split attention if they have a complete view of the classroom.[12] The split-attention effect not only affects a deaf or hard of hearing individual's schoolwork. It affects their daily life as well because visual input is their main source of communication and information about the world around them.
Auditory split-attentionEdit
An auditory split-attention effect can occur when audio material and visual material result in an additional cognitive load.[13] Moreno and Mayer found evidence for auditory split attention when they tested learners with both ambient environmental sounds and music as they learned from instructional materials.[14] Animation is processed in a visual channel but must be converted to the auditory channel. The extraneous cognitive load imposed by music or environmental sounds were not conducive to learning.
Spatial Contiguity PrincipleEdit
There have been propositions to eliminate the term "split-attention effect" and replace it with "spatial contiguity". These phenomena are very similar, however, split-attention conditions do not need to be present in order for the spatial contiguity principle to take effect.[1] The spatial contiguity principle is the idea that corresponding information is easier to learn in a multimedia format when presented close together rather than separate or farther apart.[15]
Redundancy EffectEdit
The redundancy effect has also been linked to the split-attention effect. The redundancy effect is the idea that instruction materials that are not integrated properly produce and present information in a repetitive way, making it more likely to process unnecessary information and increase cognitive load.[16]
^ abSchroeder, Noah L.; Cenkci, Ada T. (2018-09-01). "Spatial Contiguity and Spatial Split-Attention Effects in Multimedia Learning Environments: a Meta-Analysis". Educational Psychology Review. 30 (3): 679–701. doi:10.1007/s10648-018-9435-9. ISSN 1573-336X. S2CID 149463469.
^Tarmizi, Rohani A.; Sweller, John (1988). "Guidance during mathematical problem solving". Journal of Educational Psychology. 80 (4): 424–436. doi:10.1037/0022-0663.80.4.424. hdl:1959.4/69310. ISSN 0022-0663.
^ abWard, Mark; Sweller, John (1990). "Structuring Effective Worked Examples". Cognition and Instruction. 7 (1): 1–39. doi:10.1207/s1532690xci0701_1. ISSN 0737-0008.
^ abChandler, Paul; Sweller, John (1991). "Cognitive Load Theory and the Format of Instruction". Cognition and Instruction. 8 (4): 293–332. doi:10.1207/s1532690xci0804_2. ISSN 0737-0008.
^ abcChandler, Paul; Sweller, John (1992). "The Split-Attention Effect as a Factor in the Design of Instruction". British Journal of Educational Psychology. 62 (2): 233–246. doi:10.1111/j.2044-8279.1992.tb01017.x.
^Purnell, Kenneth N.; Solman, Robert T.; Sweller, John (1991-09-01). "The effects of technical illustrations on cognitive load". Instructional Science. 20 (5): 443–462. doi:10.1007/BF00116358. ISSN 1573-1952. S2CID 62549191.
^ abcPociask, Fredrick D; Morrison, Gary (2004). "The Effects of Split-Attention and Redundancy on Cognitive Load When Learning Cognitive and Psychomotor Tasks". Association for Educational Communications and Technology. 27: 1–12.
^Renkl, Alexander; Scheiter, Katharina (2017-09-01). "Studying Visual Displays: How to Instructionally Support Learning". Educational Psychology Review. 29 (3): 599–621. doi:10.1007/s10648-015-9340-4. ISSN 1573-336X. S2CID 142696552.
^ abEgan, Dennis E.; Schwartz, Barry J. (1979-03-01). "Chunking in recall of symbolic drawings". Memory & Cognition. 7 (2): 149–158. doi:10.3758/BF03197595. ISSN 1532-5946. PMID 88658.
^Johnson, Neal F. (1970-01-01), Bower, Gordon H. (ed.), "The Role of Chunking and Organization in The Process of Recall11The research reported herein was supported through the Cooperative Research Program of the Office of Education, U. S. Department of Health, Education and Welfare; Grant MH11236 from the National Institute of Mental Health, United States Public Health Service; and Grant GN 534.1 from the Office of Science Information Service, National Science Foundation, to the Computer and Information Science Research Center, The Ohio State University.", Psychology of Learning and Motivation, Academic Press, vol. 4, pp. 171–247, doi:10.1016/S0079-7421(08)60432-6, retrieved 2020-07-19
^Mather, Susan M.; Clark, M. Diane (2012). "An Issue of Learning: The Effect of Visual Split Attention in Classes for Deaf and Hard of Hearing Students" (PDF). Odyssey: New Directions in Deaf Education. 13: 20–24 – via ERIC.ED.GOV.
^Mather, Susan M (2005). "Ethnographic research on the use of visually based regulators for teachers and interpreters". M. Metzger & e. Fleetwood (Ed.). 1: 136–161.
^Kalyuga, Slava (1998). "Studies in split-attention redundancy". University of New South Wales (Australia).
^Moreno, Roxana; Mayer, Richard E. (2000). "A coherence effect in multimedia learning: The case for minimizing irrelevant sounds in the design of multimedia instructional messages". Journal of Educational Psychology. 92 (1): 117–125. doi:10.1037/0022-0663.92.1.117. ISSN 0022-0663.
^Mayer, Richard E; Fiorella, Logan (2014). Mayer, Richard (ed.). "Principles for Reducing Extraneous Processing in Multimedia Learning: Coherence, Signaling, Redundancy, Spatial Contiguity, and Temporal Contiguity Principles". The Cambridge Handbook of Multimedia Learning. 2: 279–315. doi:10.1017/CBO9781139547369.015. ISBN9781139992480.
^Yeung, Alexander Sheeshing (1999). "Cognitive Load and Learner Expertise: Split-Attention and Redundancy Effects in Reading Comprehension Tasks With Vocabulary Definitions". The Journal of Experimental Education. 67 (3): 197–217. doi:10.1080/00220979909598353.
Read moreEdit
The Split-Attention Principle in Multimedia Learning
The Effects of Split-Attention and Redundancy on Cognitive Load When Learning Cognitive and Psychomotor Tasks
Flashcards
Integration von Bild- und Textelementen (in German)
August 27, 2023
split, attention, effect, split, attention, effect, learning, effect, inherent, within, some, poorly, designed, instructional, materials, apparent, when, same, modality, visual, used, various, types, information, within, same, display, users, must, split, thei. The split attention effect is a learning effect inherent within some poorly designed instructional materials It is apparent when the same modality e g visual is used for various types of information within the same display Users must split their attention between the materials for example an image and text to understand the information being conveyed The split attention effect can occur physically through visual and auditory splits and temporally when time distances two pieces of information that should be connected 1 Contents 1 A visual example of split attention 2 Visual split attention 3 Auditory split attention 4 Spatial Contiguity Principle 5 Redundancy Effect 6 See also 7 References 8 Read moreA visual example of split attention EditConsider the graphic below from Tarmizi and Sweller 2 They used these graphics to compare the learning that takes place given split attention conditions Each is a possibility of how one might arrange graphical material within a lesson Ward and Sweller advise instructional designers to be careful when they direct a learner s attention 3 In several studies and experiments Sweller and his associates found that learners had difficulty following some worked examples with diagrams separated from formulas whereas learners using integrated diagrams were better able to process that information and significantly improved their performance relative to their peers 3 4 5 6 7 The split attention effect is not limited to geometry Chandler and Sweller found that this effect extends to a variety of other disciplines due to it being a limitation in human information processing 4 This is the result of high visual cognitive load due to poor instructional design The figure on the left side of the image produces the split attention effect while the figure on the right enhances learning because it guides the learner s attention through the worked example Unincorporated visual displays of information such as the image above can be distracting and confusing for the user aside from producing the split attention effect 8 The split attention effect is an important form of extraneous cognitive load that instructional material designers should avoid 7 Visual split attention EditChandler and Sweller found through empirical study that the integration of text and diagrams reduces cognitive load and facilitates learning 5 They found that the split attention effect is evident when learners are required to split their attention between different sources of information e g text and diagrams A study done in 1979 by Egan and Schwartz revealed the importance of chunking in the recall process of symbolic images 9 Chunking has been proven to be a successful aid in long term memory and image recall 10 Egan and Schwartz s study also suggests that chunking cannot adequately be implemented when the information and an image produce a split attention effect 9 Split attention is important evidence of the cognitive load theory as it demonstrates that the working memory load of instructional materials is important in the design of instructional materials Chandler and Sweller also found that students viewing integrated instruction spent less time processing the materials and outperformed students in the split attention condition 5 Pociask and Morrison found in another study that integrated materials resulted in higher test scores and reduces extraneous cognitive load 7 Deaf and hard of hearing students often experience and struggle with the visual split attention effect Because deaf and hard of hearing students need to focus their attention on the teacher or an interpreter the student is forced to divide their attention between the instructor and the learning material 11 Deaf and hard of hearing students are most likely to have the best experience in class and ease the effects of a split attention if they have a complete view of the classroom 12 The split attention effect not only affects a deaf or hard of hearing individual s schoolwork It affects their daily life as well because visual input is their main source of communication and information about the world around them Auditory split attention EditAn auditory split attention effect can occur when audio material and visual material result in an additional cognitive load 13 Moreno and Mayer found evidence for auditory split attention when they tested learners with both ambient environmental sounds and music as they learned from instructional materials 14 Animation is processed in a visual channel but must be converted to the auditory channel The extraneous cognitive load imposed by music or environmental sounds were not conducive to learning Spatial Contiguity Principle EditThere have been propositions to eliminate the term split attention effect and replace it with spatial contiguity These phenomena are very similar however split attention conditions do not need to be present in order for the spatial contiguity principle to take effect 1 The spatial contiguity principle is the idea that corresponding information is easier to learn in a multimedia format when presented close together rather than separate or farther apart 15 Redundancy Effect EditThe redundancy effect has also been linked to the split attention effect The redundancy effect is the idea that instruction materials that are not integrated properly produce and present information in a repetitive way making it more likely to process unnecessary information and increase cognitive load 16 See also EditCognitive load Multimedia learning Worked example effect Expertise reversal effectReferences Edit a b Schroeder Noah L Cenkci Ada T 2018 09 01 Spatial Contiguity and Spatial Split Attention Effects in Multimedia Learning Environments a Meta Analysis Educational Psychology Review 30 3 679 701 doi 10 1007 s10648 018 9435 9 ISSN 1573 336X S2CID 149463469 Tarmizi Rohani A Sweller John 1988 Guidance during mathematical problem solving Journal of Educational Psychology 80 4 424 436 doi 10 1037 0022 0663 80 4 424 hdl 1959 4 69310 ISSN 0022 0663 a b Ward Mark Sweller John 1990 Structuring Effective Worked Examples Cognition and Instruction 7 1 1 39 doi 10 1207 s1532690xci0701 1 ISSN 0737 0008 a b Chandler Paul Sweller John 1991 Cognitive Load Theory and the Format of Instruction Cognition and Instruction 8 4 293 332 doi 10 1207 s1532690xci0804 2 ISSN 0737 0008 a b c Chandler Paul Sweller John 1992 The Split Attention Effect as a Factor in the Design of Instruction British Journal of Educational Psychology 62 2 233 246 doi 10 1111 j 2044 8279 1992 tb01017 x Purnell Kenneth N Solman Robert T Sweller John 1991 09 01 The effects of technical illustrations on cognitive load Instructional Science 20 5 443 462 doi 10 1007 BF00116358 ISSN 1573 1952 S2CID 62549191 a b c Pociask Fredrick D Morrison Gary 2004 The Effects of Split Attention and Redundancy on Cognitive Load When Learning Cognitive and Psychomotor Tasks Association for Educational Communications and Technology 27 1 12 Renkl Alexander Scheiter Katharina 2017 09 01 Studying Visual Displays How to Instructionally Support Learning Educational Psychology Review 29 3 599 621 doi 10 1007 s10648 015 9340 4 ISSN 1573 336X S2CID 142696552 a b Egan Dennis E Schwartz Barry J 1979 03 01 Chunking in recall of symbolic drawings Memory amp Cognition 7 2 149 158 doi 10 3758 BF03197595 ISSN 1532 5946 PMID 88658 Johnson Neal F 1970 01 01 Bower Gordon H ed The Role of Chunking and Organization in The Process of Recall11The research reported herein was supported through the Cooperative Research Program of the Office of Education U S Department of Health Education and Welfare Grant MH11236 from the National Institute of Mental Health United States Public Health Service and Grant GN 534 1 from the Office of Science Information Service National Science Foundation to the Computer and Information Science Research Center The Ohio State University Psychology of Learning and Motivation Academic Press vol 4 pp 171 247 doi 10 1016 S0079 7421 08 60432 6 retrieved 2020 07 19 Mather Susan M Clark M Diane 2012 An Issue of Learning The Effect of Visual Split Attention in Classes for Deaf and Hard of Hearing Students PDF Odyssey New Directions in Deaf Education 13 20 24 via ERIC ED GOV Mather Susan M 2005 Ethnographic research on the use of visually based regulators for teachers and interpreters M Metzger amp e Fleetwood Ed 1 136 161 Kalyuga Slava 1998 Studies in split attention redundancy University of New South Wales Australia Moreno Roxana Mayer Richard E 2000 A coherence effect in multimedia learning The case for minimizing irrelevant sounds in the design of multimedia instructional messages Journal of Educational Psychology 92 1 117 125 doi 10 1037 0022 0663 92 1 117 ISSN 0022 0663 Mayer Richard E Fiorella Logan 2014 Mayer Richard ed Principles for Reducing Extraneous Processing in Multimedia Learning Coherence Signaling Redundancy Spatial Contiguity and Temporal Contiguity Principles The Cambridge Handbook of Multimedia Learning 2 279 315 doi 10 1017 CBO9781139547369 015 ISBN 9781139992480 Yeung Alexander Sheeshing 1999 Cognitive Load and Learner Expertise Split Attention and Redundancy Effects in Reading Comprehension Tasks With Vocabulary Definitions The Journal of Experimental Education 67 3 197 217 doi 10 1080 00220979909598353 Read more EditThe Split Attention Principle in Multimedia Learning The Effects of Split Attention and Redundancy on Cognitive Load When Learning Cognitive and Psychomotor Tasks Flashcards Integration von Bild und Textelementen in German Retrieved from https en wikipedia org w index php title Split attention effect amp oldid 1150148017, wikipedia, wiki, book, books, library,
