Spatially distributed instructions improve learning outcomes and efficiency.

Abstract

Learning requires applying limited working memory and attentional resources to intrinsic, germane, and extraneous aspects of the learning task. To reduce the especially undesirable extraneous load aspects of learning environments, cognitive load theorists suggest that spatially integrated learning materials should be used instead of spatially separated materials, thereby reducing the split-attention effect (Sweller & Chandler, 1994). Recent work, however, has suggested a new distinction between two common formats of spatially separated displays: spatially distributed versus spatially stacked (Jang & Schunn, 2010). Moreover, a distinction between instructions and learning task materials has rarely been made. Across two studies with 106 college students (56 in Study 1 and 50 in Study 2), we compared spatially distributed (multiple sources of information are placed side by side) versus spatially stacked (only one at the top is visible) instructions, without changing the learning task materials, on both task performance and learning. With materials more typical of practice, Study 1 showed that the distributed-display instructions led learners to more efficient learning; learners finished the task faster and scored higher in the overall learning test. With materials more tightly controlled for spatial format per se, Study 2 replicated the effect and found that the benefit of the distributed instructions appeared to be associated with changes in cognitive load. Implications for educational practice are discussed.

Spatial Continuity Effect vs. Spatial Contiguity Failure. Revising the Effects of Spatial Proximity Between Related and Unrelated Representations

“…Current research focuses on self-management strategies (Roodenrys et al, 2012;Tindall-Ford et al, 2015), spatial distributed instructions (Jang et al, 2011), and the benefits of a spatially separated format in contrast to a spatially integrated format (spatial proximity failure; Jarodzka et al, 2015). Furthermore, several studies cannot replicate the split-attention effect or can only partly confirm previous findings in terms of spatial proximity and integration (Florax and Plötzner, 2010;Schmidt-Weigand et al, 2010).…”

Performance Benefits of Spatially Distributed Versus Stacked Information on Integration Tasks

“…However, it may be that the stacked display can be thought to increase an implicit secondary task of keeping track of information pages; such activities could consume some cognitive resources. A similar study done in an educational domain found that students who worked with stacked instructional materials reported relatively higher cognitive load than those who worked with distributed instructions (Jang, Schunn, & Nokes, 2011). This hypothesis should be explored in future research so as to further unpack the causes of differing levels of cognitive load.…”

A framework for unpacking cognitive benefits of distributed complex visual displays.

“…Replicating prior studies involving undergraduates working on artificial tasks Jang et al, 2011) and authentic tasks Kroft & Wickens, 2002), the current work involving relative experts on complex tasks again finds that the organization dimension of distributed versus stacked displays can influence integrative reasoning performance. The current study carefully controlled display content to manipulate display format per se, now establishing that the dimension matters even with rich and diverse tasks and with participants who are trained in the task.…”

“…Several prior studies involving undergraduates have found large performance benefits of spatially distributed displays over stacked displays across studies in instruction designs and problem-solving domains that involve information integration Jang, Schunn, & Nokes, 2011;Jang, Trickett, Schunn, & Trafton, 2012). For example, undergraduate students solved integrative problems almost two times faster without any loss of accuracy when information or learning instructions were provided in a distributed format (e.g., 20 information pages printed and pinned on a wall or four pages of instructions printed on 11" ϫ 17" paper); we have coined this phenomena the distributed display time advantage.…”