Explaining the split-attention effect: Is the reduction of extraneous cognitive load accompanied by an increase in germane cognitive load?

Cierniak, Gabriele; Scheiter, Katharina; Gerjets, Peter

doi:10.1016/j.chb.2008.12.020

Cited by 315 publications

(280 citation statements)

References 33 publications

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“…However, cumulative integration led to significantly improved learning. It is therefore likely that similarly to the recent study [25], the integrated design reduced extraneous load while increasing germane load such that the total cognitive load remained unchanged. Developing and validating measures that distinguish the different types of cognitive load and employing such detailed cognitive load measures for the integration of equations and diagrams is an important direction for future research.…”

Section: A Cumulative Integrated Equations Versus Nonintegrated Equamentioning

confidence: 81%

“…Specifically, the learner needs to retain information from one representation in working memory while searching the accompanying representation for relevant information. This information retention increases the extraneous cognitive load [25], [26], reducing available cognitive resources for germane processing, and ultimately diminishing productive learning.…”

Section: Overview Of Split Attention Effectmentioning

confidence: 99%

“…According to the spatial contiguity principle [13], [23], [24] and cognitive load theory [35], the reduction of extraneous load through integration frees up cognitive resources for germane processes (processes which lead to learning) and improves the mental integration of the two sources of information [25]. Better mental integration of the two external representations leads to more coherent and stable mental representations of the information, ultimately resulting in better learning.…”

Section: A Cumulative Integrated Equations Versus Nonintegrated Equamentioning

confidence: 99%

“…The research on mitigating the split-attention effect can be categorized into instructional designs that integrate multiple representations so as to avoid splitting information into separate sources [16], [24], [25], and designs that facilitate the processing of multiple representation, e.g., through color-coding corresponding elements [26], [27], attention guidance [28], or connecting lines or hyperlinks [29]. This study focuses on integrated instructional designs-specifically, the integration of equations into electrical circuit diagrams.…”

Section: Overview Of Split Attention Effectmentioning

confidence: 99%

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Technological Literacy Learning With Cumulative and Stepwise Integration of Equations Into Electrical Circuit Diagrams

et al. 2012

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Abstract-Technological literacy education involves the teaching of basic engineering principles and problem solving, including elementary electrical circuit analysis, to non-engineering students. Learning materials on circuit analysis typically rely on equations and schematic diagrams, which are often unfamiliar to non-engineering students. The goal of this experimental study was to investigate the effects of the integration of equations into circuit diagrams on the learning of non-engineering undergraduate students. This experimental study compared three integration designs. In the cumulative integrated design, as each practice problem solution progressed, the equations were cumulatively integrated into the circuit diagram. In the stepwise integrated design, only those equations relevant to the present step of the problem were integrated into the circuit diagram; previously displayed equations were moved to an adjacent frame and recorded there. The nonintegrated design recorded all equations in the adjacent frame throughout each of the problems. Student learning was measured with a problem-solving near-transfer and far-transfer post-test. Students rated the helpfulness of the diagrams and difficulty of the instructional program. Results indicated that participants in the cumulative integrated condition scored significantly higher on the near-transfer post-test and marginally significantly higher on the far-transfer post-test compared to the stepwise and nonintegrated conditions. Findings indicate that circuit analysis instruction for non-engineering students should integrate equations into circuit diagrams in a cumulative fashion so as to avoid the split-attention effect for both the previously displayed equations as well as the equations for the present problem step.

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Section: A Cumulative Integrated Equations Versus Nonintegrated Equamentioning

confidence: 81%

Section: Overview Of Split Attention Effectmentioning

confidence: 99%

Section: A Cumulative Integrated Equations Versus Nonintegrated Equamentioning

confidence: 99%

Section: Overview Of Split Attention Effectmentioning

confidence: 99%

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Technological Literacy Learning With Cumulative and Stepwise Integration of Equations Into Electrical Circuit Diagrams

et al. 2012

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“…Intrinsic load refers to the complexity of the material coupled with prior knowledge of the learners (Sweller & Chandler, 1994). Although there is some research that shows ways in which to minimize intrinsic load through strategic the use of specific materials, it is more commonly accepted that intrinsic load cannot be dramatically affected by instructional strategies (Cierniak, Scheiter, & Gerjets, 2009;Shadiev, Hwang, Huang, & Liu, 2015).…”

Section: Introductionmentioning

confidence: 99%

The Effects of Extraneous Load on the Relationship Between Self-Regulated Effort and Germane Load Within an E-Learning Environment

Lange

Costley

Han

2017

IRRODL

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Online instructors need to avoid unclear and confusing explanations of content, which can reduce the quality of learning. Extraneous load is reflective of poor instruction, in that it directs student effort towards processing information that does not contribute to learning. However, students may be able to manage poor instruction through effort regulation. Students who show high levels of effort have been shown to overcome poor instruction in some cases. This study analyzed survey responses from South Korean university students studying online (n = 1,575) to examine the relationship between self-regulated effort and germane load within varying extraneous load conditions. The experimental design separated extraneous load responses into three conditions (low, medium, high). Within each extraneous load condition, self-regulated effort responses were also separated (low, medium, high). The results showed that as extraneous load increased, self-regulated effort had a weaker relationship with germane load. It was also found that the use of effort regulation is effective only when dealing with low and mid-level extraneous load situations and that use of such strategies within high extraneous load situations was not effective. These results show the importance of imp roving instruction to reduce extraneous cognitive load, in that, not even high levels of effort can overcome poor quality instruction.

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Cognitive load theory: researching and planning teaching to maximise learning

Leppink

Gog

Paas

et al. 2015

Researching Medical Education

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Explaining the split-attention effect: Is the reduction of extraneous cognitive load accompanied by an increase in germane cognitive load?

Cited by 315 publications

References 33 publications

Technological Literacy Learning With Cumulative and Stepwise Integration of Equations Into Electrical Circuit Diagrams

Technological Literacy Learning With Cumulative and Stepwise Integration of Equations Into Electrical Circuit Diagrams

The Effects of Extraneous Load on the Relationship Between Self-Regulated Effort and Germane Load Within an E-Learning Environment

Cognitive load theory: researching and planning teaching to maximise learning

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