Abstract
The split-attention effect arose from the worked example effect following the discovery that worked examples with a particular format were relatively ineffective (Tarmizi & Sweller, 1988). Worked examples are valuable because they reduce extraneous cognitive load compared to solving the equivalent problems but, of course, it is unlikely that all worked examples, irrespective of their structure and function, will be equally effective. Indeed, some worked examples are likely to be ineffective because their format itself imposes a heavy extraneous cognitive load. Split-source worked examples fall into this category.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Austin, K. A. (2009). Multimedia learning: Cognitive individual differences and display design techniques predict transfer learning with multimedia learning modules. Computers and Education, 53, 1339–1354.
Ayres, P., & Sweller, J. (2005). The split-attention principle in multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 135–146). New York: Cambridge University Press.
Ayres, P., & Youssef, A. (2008). Investigating the influence of transitory information and motivation during instructional animations. In P. A. Kirschner, F. Prins, V. Jonker, & G. Kanselaar (Eds.), Published Proceedings of the Eighth International Conference for the Learning Sciences (Vol. 1, pp. 68–75). Utrecht, The Netherlands.
Baggett, P. (1984). Role of temporal overlap of visual and auditory material in forming dual media associations. Journal of Educational Psychology, 76, 408–417.
Bétrancourt, M., & Bisseret, A. (1998). Integrating textual and pictorial information via pop-up windows: An experimental study. Behaviour and Information Technology, 17, 263–273.
Bodemer, D., Ploetzner, R., Feuerlein, I., & Spada, H. (2004). The active integration of information during learning with dynamic and interactive visualisations. Learning and Instruction, 14, 325–341.
Cerpa, N., Chandler, P., & Sweller, J. (1996). Some conditions under which integrated computer-based training software can facilitate learning. Journal of Educational Computing Research, 15, 345–367.
Chandler, P., & Sweller, J. (1991). Cognitive load theory and the format of instruction. Cognition and Instruction, 8, 293–332.
Chandler, P., & Sweller, J. (1996). Cognitive load while learning to use a computer program. Applied Cognitive Psychology, 10, 151–170.
Chung, K. K. H. (2007). Presentation factors in the learning of Chinese characters: The order and position of Hanyu pinyin and English translations. Educational Psychology, 27, 1–20.
Cierniak, G., Scheiter, K., & Gerjets, P. (2009a). Expertise reversal in multimedia learning: Subjective load ratings and viewing behavior as cognitive process indicators. In N. A. Taatgen & H. van Rijn (Eds.), Proceedings of the 31st Annual Conference of the Cognitive Science Society (pp. 1906–1911). Austin: Cognitive Science Society.
Cierniak, G., Scheiter, K., & Gerjets, P. (2009b). Explaining the split-attention effect: Is the reduction of extraneous cognitive load accompanied by an increase in germane cognitive load? Computers in Human Behavior, 25, 315–324.
Cohen, J. (1988). Statistical power analysis for the behavioural sciences. New York: Academic.
Cooper, G., & Sweller, J. (1987). Effects of schema acquisition and rule automation on mathematical problem-solving transfer. Journal of Educational Psychology, 79, 347–362.
Crooks, S., White, D., Srinivasan, S., & Wang, Q. (2008). Temporal, but not spatial, contiguity effects while studying an interactive geographic map. Journal of Educational Multimedia and Hypermedia, 17, 145–169.
Erhel, S., & Jamet, E. (2006). Using pop-up windows to improve multimedia learning. Journal of Computer Assisted Learning, 22, 137–147.
Florax, M., & Ploetzner, R. (2010). What contributes to the split-attention effect? The role of text segmentation, picture labelling, and spatial proximity. Learning and Instruction, 20, 216–224.
Ginns, P. (2006). Integrating information: A meta-analysis of the spatial contiguity and temporal contiguity effects. Learning and Instruction, 16, 511–525.
Kalyuga, S., Chandler, P., & Sweller, J. (1998). Levels of expertise and instructional design. Human Factors, 40, 1–17.
Kalyuga, S., Chandler, P., & Sweller, J. (1999). Managing split-attention and redundancy in multimedia instruction. Applied Cognitive Psychology, 13, 351–371.
Kester, L., Kirschner, P. A., & van Merriënboer, J. J. G. (2005). The management of cognitive load during complex cognitive skill acquisition by means of computer-simulated problem solving. The British Journal of Educational Psychology, 75, 71–85.
Kester, L., Kirschner, P. A., van Merriënboer, J. J. G., & Baumer, A. (2001). Just-in-time information presentation and the acquisition of complex cognitive skills. Computers in Human Behavior, 17, 373–391.
Mayer, R. E. (1989). Systematic thinking fostered by illustrations in scientific text. Journal of Educational Psychology, 81, 240–246.
Mayer, R. E. (2009). Multimedia learning (2nd ed.). New York: Cambridge University Press.
Mayer, R. E., & Anderson, R. B. (1991). Animations need narrations: An experimental test of a dual-coding hypothesis. Journal of Educational Psychology, 83, 484–490.
Mayer, R. E., & Anderson, R. B. (1992). The instructive animation: Helping students build connections between words and pictures in multimedia learning. Journal of Educational Psychology, 84, 444–452.
Mayer, R. E., Moreno, R., Boire, M., & Vagge, S. (1999). Maximizing constructivist learning from multimedia communications by minimizing cognitive load. Journal of Educational Psychology, 91, 638–643.
Mayer, R. E., & Sims, V. K. (1994). For whom is a picture worth a thousand words? Extensions of a dual-coding theory of multimedia learning. Journal of Educational Psychology, 86, 389–401.
Mayer, R. E., Steinhoff, K., Bower, G., & Mars, R. (1995). A generative theory of textbook design: Using annotated illustrations to foster meaningful learning of science text. Educational Technology Research and Development, 43, 31–43.
Moreno, R., & Mayer, R. E. (1999). Cognitive principles of multimedia learning: The role of modality and contiguity. Journal of Educational Psychology, 91, 358–368.
Mwangi, W., & Sweller, J. (1998). Learning to solve compare word problems: The effect of example format and generating self-explanations. Cognition and Instruction, 16, 173–199.
Owens, P., & Sweller, J. (2008). Cognitive load theory and music instruction. Educational Psychology, 28, 29–45.
Pociask, F. D., & Morrison, G. R. (2008). Controlling split attention and redundancy in physical therapy instruction. Educational Technology Research and Development, 56, 379–399.
Purnell, K. N., Solman, R. T., & Sweller, J. (1991). The effects of technical illustrations on cognitive load. Instructional Science, 20, 443–462.
Rose, J. M. (2002). The effects of cognitive load on decision aid users. In V. Arnold (Ed.), Advances in accounting behavioral research (Vol. 5, pp. 115–114). USA: Elsevier Science/JAI Press.
Rose, J. M., & Wolfe, C. J. (2000). The effects of system design alternatives on the acquisition of tax knowledge from a computerized tax decision aid. Accounting, Organizations and Society, 25, 285–306.
Sweller, J. (1999). Instructional design in technical areas. Camberwell: ACER Press.
Sweller, J., & Chandler, P. (1994). Why some material is difficult to learn. Cognition and Instruction, 12, 185–233.
Sweller, J., Chandler, P., Tierney, P., & Cooper, M. (1990). Cognitive load as a factor in the structuring of technical material. Journal of Experimental Psychology: General, 119, 176–192.
Sweller, J., & Cooper, G. A. (1985). The use of worked examples as a substitute for problem solving in learning algebra. Cognition and Instruction, 1, 59–89.
Tabbers, H. K., Martens, R. L., & van Merriënboer, J. J. G. (2000). Multimedia instructions and cognitive load theory: Split-attention and modality effects. Paper presented at the AECT 2000.
Tarmizi, R. A., & Sweller, J. (1988). Guidance during mathematical problem solving. Journal of Educational Psychology, 80, 424–436.
Ward, M., & Sweller, J. (1990). Structuring effective worked examples. Cognition and Instruction, 7, 1–39.
Yeung, A. S., Jin, P., & Sweller, J. (1998). Cognitive load and learner expertise: Split-attention and redundancy effects in reading with explanatory notes. Contemporary Educational Psychology, 23, 1–21.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
Copyright information
© 2011 Springer Science+Business Media, LLC
About this chapter
Cite this chapter
Sweller, J., Ayres, P., Kalyuga, S. (2011). The Split-Attention Effect. In: Cognitive Load Theory. Explorations in the Learning Sciences, Instructional Systems and Performance Technologies, vol 1. Springer, New York, NY. https://doi.org/10.1007/978-1-4419-8126-4_9
Download citation
DOI: https://doi.org/10.1007/978-1-4419-8126-4_9
Published:
Publisher Name: Springer, New York, NY
Print ISBN: 978-1-4419-8125-7
Online ISBN: 978-1-4419-8126-4
eBook Packages: Humanities, Social Sciences and LawEducation (R0)