Split-attention
From unthinkMedia
Split-attention occurs in instruction where both:
- multiple sources of visual information are not physically and temporally (time) integrated.
- This effect can only be obtained when each source of information is "necessary" for understanding the content, and can not be understood in isolation.
- when there is high-element interactivity, (intrinsic cognitive load high).
As a result split-attention requires additional working memory to create meaningful mental integration.
Integrated Instruction
To help relive some of the cognitive requirements due to split-attention, multiple sources could be better physically integrated so that extraneous cognitive load is kept to a minimum.
An example of this is labeling "on" a graph instead of bellow the graph.
Experiments
- Tarmizi and Sweller: success with learning geometry through integrated worked examples compared to conventional problem solving.
- Other experiments included split-attention in physics (pg. 138) and biology (pg. 139) with similar results.
- Mayer (1989) did a similar experiment under the name spacial contiguity. "students learn better when corresponding words and pictures are presented near rather then far from each other on the page or screen" (pg. 81)
- Mayer (2001) did a similar experiment under the name temporal contiguity contiguity. "students learn better when corresponding words and pictures are presented simultaneously rather then successfully" (pg. 96)
