Managing One's Own Cognitive Load when Evidence of Split Attention is Present

Roodenrys, Kylie; Agostinho, Shirley; Roodenrys, Steven; Chandler, Paul

doi:10.1002/acp.2889

Cited by 55 publications

(88 citation statements)

References 26 publications

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“…This focus on spontaneous adaptations of study strategies in multimedia learning is scarce, but fits well with a relatively new line of research in which participants are successfully instructed to self-manage their cognitive load during multimedia learning by changing their study strategy (e.g. Agostinho et al, 2013;Gordon et al, 2016;Roodenrys et al, 2012), and with research on training multimedia learning strategies (e.g. Bodemer et al, 2004;Mason et al, 2016;Stalbovs et al, 2015).…”

Section: Theoretical Relevancementioning

confidence: 66%

Task Experience as a Boundary Condition for the Negative Effects of Irrelevant Information on Learning

et al. 2016

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Research on multimedia learning has shown that learning is hampered when a multimedia message includes extraneous information that is not relevant for the task, because processing the extraneous information uses up scarce attention and working memory resources. However, eye-tracking research suggests that task experience might be a boundary condition for this negative effect of extraneous information on learning, because people seem to learn to ignore task-irrelevant information over time. We therefore hypothesised that extraneous information might no longer hamper learning when it is present over a series of tasks, giving learners the chance to adapt their study strategy. This hypothesis was tested in three experiments. In experiments 1a/1b, participants learned the definitions of new words (from an artificial language) that denoted actions, with matching pictures (same action), mismatching pictures (another action), or without pictures. Mismatching pictures hampered learning compared with matching pictures. Experiment 2 showed that task experience may indeed be a boundary condition to this negative effect on learning: the initial negative effect was no longer present when learners gained experience with the task. This suggests that learners adapted their study strategy, ignoring the mismatching pictures. That hypothesis was tested in experiment 3, using eye tracking. Results showed that attention to the pictures waned with task experience, and that this decrease was stronger for mismatching than for matching pictures. Our findings demonstrate the importance of investigating multimedia effects over time and in relation to study strategies.

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Section: Theoretical Relevancementioning

confidence: 66%

Task Experience as a Boundary Condition for the Negative Effects of Irrelevant Information on Learning

et al. 2016

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“…This is the only study that has investigated the self-management of the split-attention effect in a primary classroom using self-management strategies of moving, drawing and highlighting of textual information. Previous research on self-management of the split-attention effect has been conducted in a university context, using individual testing and primarily one self management strategy, moving of text to reduce split attention (Agostinho et al, 2013;Roodenrys et al, 2012). Both studies provided evidence to suggest that self-management may be an alternative to instructor managed integrated instruction, this study aimed to build on from these findings.…”

Section: Discussionmentioning

confidence: 97%

“…This research builds on two previous studies that investigated how university students can self-manage cognitive load when taught to manually integrate instructional materials with evident split-attention (Agostinho, Tindall-Ford, & Roodenrys, 2013;Roodenrys, Agostinho, Roodenrys, & Chandler, 2012). The study by Roodenrys et al (2012) found positive effects on learning for learners in a self-managed split-attention condition, who physically manipulated print-based split-attention instructional materials by making connections between the text and diagram (drawing circles around text, and drawing lines and arrows from the text to the diagram).…”

Section: Introductionmentioning

confidence: 99%

“…The study by Roodenrys et al (2012) found positive effects on learning for learners in a self-managed split-attention condition, who physically manipulated print-based split-attention instructional materials by making connections between the text and diagram (drawing circles around text, and drawing lines and arrows from the text to the diagram). Whereas, near transfer test performance (i.e., new problems within the same domain) of learners who self-managed split attention was just as high as for learners who's split attention was instructor-managed (i.e., integrated materials), remarkably, their performance on a far transfer test (i.e., new problems within a new domain) was higher.…”

Section: Introductionmentioning

confidence: 99%

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Learning from Instructor‐managed and Self‐managed Split‐attention Materials

Gordon

Tindall-Ford

Agostinho

et al. 2015

Applied Cognitive Psychology

Self Cite

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Summary: Instructor-managed physical integration of mutually dependent, but spatially separated materials, is an effective way to overcome negative effects of split-attention on learning. This study examined whether teaching students to self-manage split-attention materials would be effective for learning. Seventy-eight primary-school students learned about the water cycle, either by studying split-attention examples, integrated examples or self-managed split-attention examples. It was hypothesised that students who study instructorintegrated materials and students who study self-integrated materials would outperform students who study split-attention materials. The results showed that students learned more from instructor-integrated materials than from split-attention materials, thereby confirming the split-attention effect. The implications for future research on self-management are discussed. Instructor-managed physical integration of mutually dependent, but spatially separated materials, is an effective way to overcome negative effects of split-attention on learning. This study examined whether teaching students to self-manage split-attention materials, would be effective for learning. Seventy-eight primary school students learned about the water cycle, either by studying split-attention examples, integrated examples, or self-managed split attention examples. It was hypothesized that students who study instructor-integrated materials and students who study self-integrated materials would outperform students who study split-attention materials. The results showed that students learned more from instructorintegrated materials than from split-attention materials, thereby confirming the split-attention effect. The implications for future research on self-management are discussed.

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“…Such instructional format has been found to have a negative effect on learning (Agostinho et al, 2012;Mostyn, 2012). There are a variety of ways information may be presented.…”

Section: Introductionmentioning

confidence: 99%

Effect of instructional design on learning the accounting equation in an introductory accounting course

Sithole¹

2015

J. Account. Taxation

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The study examines the effect of two instructional design formats on performance scores in introductory accounting when learning the accounting equation. The conventional split-source instructional design and the integrated instructional design were used in an experiment administered to two groups of students. Sixty-four students enrolled in introductory accounting participated in the study. Results of performance scores in recall and transfer test items suggests that instructors can enhance students understanding of introductory accounting by integrating text and diagrams in introductory accounting. Instructors require evidence of teaching and learning activities that enhances students learning during the study of introductory accounting and the study shows that a redesign of accounting instructional material improves students' performance and learning experience.

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Managing One's Own Cognitive Load when Evidence of Split Attention is Present

Cited by 55 publications

References 26 publications

Task Experience as a Boundary Condition for the Negative Effects of Irrelevant Information on Learning

Task Experience as a Boundary Condition for the Negative Effects of Irrelevant Information on Learning

Learning from Instructor‐managed and Self‐managed Split‐attention Materials

Effect of instructional design on learning the accounting equation in an introductory accounting course

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