Split-Attention Effect

Ayres, Paul; Cierniak, Gabriele

doi:10.1007/978-1-4419-1428-6_19

Cited by 20 publications

(15 citation statements)

References 8 publications

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“…As it is often the case for multimodal documents, processing MSNVs can be challenging due to the need to split attention between two information sources, with a possible increase in cognitive load and negative impact on comprehension [18]. The challenge can be exacerbated in MSNVs as there are often multiple sentences in the text, called references, that solicit attention to different aspects of the accompanying visualization (see example in Fig.…”

Section: Introductionmentioning

confidence: 99%

Gaze-Driven Adaptive Interventions for Magazine-Style Narrative Visualizations

Lallé

Toker

Conati

2021

IEEE Trans. Visual. Comput. Graphics

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In this paper we investigate the value of gaze-driven adaptive interventions to support processing of textual documents with embedded visualizations, i.e., Magazine Style Narrative Visualizations (MSNVs). These interventions are provided dynamically by highlighting relevant data points in the visualization when the user reads related sentences in the MNSV text, as detected by an eye-tracker. We conducted a user study during which participants read a set of MSNVs with our interventions, and compared their performance and experience with participants who received no interventions. Our work extends previous findings by showing that dynamic, gaze-driven interventions can be delivered based on reading behaviors in MSNVs, a widespread form of documents that have never been considered for gaze-driven adaptation so far. Next, we found that the interventions significantly improved the performance of users with low levels of visualization literacy, i.e., those users who need help the most due to their lower ability to process and understand data visualizations. However, high literacy users were not impacted by the interventions, providing initial evidence that gaze-driven interventions can be further improved by personalizing them to the levels of visualization literacy of their users.

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Section: Introductionmentioning

confidence: 99%

Gaze-Driven Adaptive Interventions for Magazine-Style Narrative Visualizations

Lallé

Toker

Conati

2021

IEEE Trans. Visual. Comput. Graphics

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“…The effect entails that when textual and pictorial information that need to be integrated for learning (e.g., text and pictures) are spatially separated, learning is hindered as compared to spatially integrated sources. This general finding has led instructional designers to promote spatial integration of multimedia sources (Ayres & Cierniak, 2012).…”

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confidence: 99%

The cognitive basis for the split-attention effect.

Pouw¹,

Rop²,

Koning³

et al. 2019

Journal of Experimental Psychology: General

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We would like to express our gratitude to Alex van Straaten, Sven Cammeraat, and Tudor Cristea for their help during the data collection. We would also like to thank prof. dr. Rolf Plötzner for providing the materials used in Experiment 3. This research was funded by the Excellence Initiative grant from the Erasmus University Rotterdam awarded to the Educational Psychology section. We also thank the Erasmus Behavioral Lab, especially Marcel Boom, for their continued help in the lab.

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“…For example, humming a melody might influence an emotional reaction ( Schellenberg et al, 2013 ), but also simply put a physical strain over a longer period. Visual dual tasks would be hard to be kept up in a continuous setting as it would be hard to split the focus of the eyes toward two different tasks, see split-attention effect ( Ayres and Cierniak, 2012 ). A solution might be the use of eye-tracking to adapt the secondary task into a less intrusive method, for example, by changing colors and symbols in the background of the instructional setting to observe the eye movement.…”

Section: Discussionmentioning

confidence: 99%

A Current View on Dual-Task Paradigms and Their Limitations to Capture Cognitive Load

Bijarsari

2021

Front. Psychol.

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Dual-task paradigms encompass a broad range of approaches to measure cognitive load in instructional settings. As a common characteristic, an additional task is implemented alongside a learning task to capture the individual’s unengaged cognitive capacities during the learning process. Measures to determine these capacities are, for instance, reaction times and interval errors on the additional task, while the performance on the learning task is to be maintained. Opposite to retrospectively applied subjective ratings, the continuous assessment within a dual-task paradigm allows to simultaneously monitor changes in the performance related to previously defined tasks. Following the Cognitive Load Theory, these changes in performance correspond to cognitive changes related to the establishment of permanently existing knowledge structures. Yet the current state of research indicates a clear lack of standardization of dual-task paradigms over study settings and task procedures. Typically, dual-task designs are adapted uniquely for each study, albeit with some similarities across different settings and task procedures. These similarities range from the type of modality to the frequency used for the additional task. This results in a lack of validity and comparability between studies due to arbitrarily chosen patterns of frequency without a sound scientific base, potentially confounding variables, or undecided adaptation potentials for future studies. In this paper, the lack of validity and comparability between dual-task settings will be presented, the current taxonomies compared and the future steps for a better standardization and implementation discussed.

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Split-Attention Effect

Cited by 20 publications

References 8 publications

Gaze-Driven Adaptive Interventions for Magazine-Style Narrative Visualizations

Gaze-Driven Adaptive Interventions for Magazine-Style Narrative Visualizations

The cognitive basis for the split-attention effect.

A Current View on Dual-Task Paradigms and Their Limitations to Capture Cognitive Load

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