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2 results

  • 15 - The Split-Attention Principle in Multimedia Learning

  • from Part IV - Principles for Reducing Extraneous Processing in Multimedia Learning
  • Edited by Richard E. Mayer, University of California, Santa Barbara, Logan Fiorella, University of Georgia
  • Book:
    The Cambridge Handbook of Multimedia Learning
    Published online:
    19 November 2021
    Print publication:
    09 December 2021, pp 199-211

  • Summary

    The split-attention principle states that when designing instruction, including multimedia instruction, it is important to avoid materials that require learners to split their attention between multiple sources of information. Instead, materials should be formatted so that disparate sources of information are physically and temporally integrated, thus obviating the need for learners to engage in mental integration. By eliminating the need to mentally integrate multiple sources of information, extraneous cognitive load is reduced, freeing resources for learning (germane cognitive load). This chapter provides the theoretical rationale, based on cognitive load theory, for the split-attention principle, and describes the major experiments that establish the validity of the principle, identifies the conditions under which it is most likely to occur, and indicates the instructional design implications when dealing with multimedia materials.

  • 13 - Principles for Managing Essential Processing in Multimedia Learning: Segmenting, Pre-training, and Modality Principles

  • from Part II - Basic Principles of Multimedia Learning
  • Edited by Richard E. Mayer, University of California, Santa Barbara
  • Book:
    The Cambridge Handbook of Multimedia Learning
    Published online:
    05 August 2014
    Print publication:
    28 July 2014, pp 316-344

  • Summary

    The split-attention principle states that in the design of instruction, including multimedia instruction, it is important to avoid materials that require learners to split their attention between, and mentally integrate, multiple sources of information. The sources of information should be both physically and temporally integrated in order to reduce unnecessary search for referents and so reduce extraneous cognitive load. Whether sources of information are intelligible in isolation, and whether the information is high in element interactivity, depends not only on the instructional material, but also on learner characteristics. Cognitive load theory, which gave rise to the split-attention principle, which is based on an understanding of human cognitive architecture, especially the relations between working and long term memory, provides theory-based and experimentally tested instructional guidelines. Those guidelines that are associated with the split-attention effect and that have been discussed in this chapter have the potential to substantially improve multimedia instruction.