The Relationship between Attention and Extraneous Load

Hughes, Christopher J.; Costley, Jamie; Lange, Christopher

doi:10.31261/tapsla.9986

Cited by 2 publications

(3 citation statements)

References 58 publications

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“…Hughes et al ( 2021 ) indicated a significant positive correlation between distraction and ECL. The attention allocated to the main content was reduced by some unrelated cognitive effort.…”

Section: Literature Reviewmentioning

confidence: 98%

“…For example, Chang et al (2017) provided evidence that flow experience negatively correlates with ECL (Chang et al, 2017). Hughes et al (2021) indicated a significant positive correlation between distraction and ECL. The attention allocated to the main content was reduced by some unrelated cognitive effort.…”

Section: The Negative Impact Of Ecl On Enjoyment and Attentionmentioning

confidence: 99%

“…In addition to memory, we also examined the effects of ECL on other aspects: enjoyment and attention allocation. Some studies have demonstrated a negative relationship between external cognitive load, enjoyment (Renninger and Hidi, 2016 ; Chang et al, 2017 ; Lin et al, 2019 ), and attention (Howard and Lee, 2020 ; Wang and Yao, 2020 ; Hughes et al, 2021 ), especially in IVR scenarios.…”

Section: Literature Reviewmentioning

confidence: 99%

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Experiencing an art education program through immersive virtual reality or iPad: Examining the mediating effects of sense of presence and extraneous cognitive load on enjoyment, attention, and retention

Tang

Wang²,

Líu³

et al. 2022

Front. Psychol.

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Sense of presence and extraneous cognitive load (ECL) are the two psychological effects widely employed to explain the cognitive outcomes caused by high-immersive media (e. g., virtual reality). This study identified the concepts of both technological affordance (i.e., immersion) and the psychological effects of VR learning. It investigated the mechanism by which immersion leads to better or worse communication in the context of art education. We operationalized the concept of immersion into two levels: a high-immersive VR system (HTC VIVE Cosmos) and a low-immersive tablet system (iPad). Through a between-subject experiment, we found that higher immersion not only led to a greater sense of presence but also lowered extraneous cognitive load. Enjoyment and attention increased as a sense of presence rose but were not necessarily predicted by extraneous cognitive load. This study found that sense of presence was a more robust explanatory variable than ECL and that cognitive load could be lower in a high-immersive environment with content specifically designed for VR.

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“…Hughes et al ( 2021 ) indicated a significant positive correlation between distraction and ECL. The attention allocated to the main content was reduced by some unrelated cognitive effort.…”

Section: Literature Reviewmentioning

confidence: 98%

Section: The Negative Impact Of Ecl On Enjoyment and Attentionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

Experiencing an art education program through immersive virtual reality or iPad: Examining the mediating effects of sense of presence and extraneous cognitive load on enjoyment, attention, and retention

Tang

Wang²,

Líu³

et al. 2022

Front. Psychol.

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The effects of example-free instruction and worked examples on problem-solving

Lange

Almusharraf

Koreshnikova

et al. 2021

Heliyon

Self Cite

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The use of worked examples has been shown to be an effective instructional method for reducing cognitive load and successfully engaging in problem-solving. Extant research often views worked examples as an integrated part of direct instruction. Studies have examined the problem-solving effects of worked examples used in tandem with instructional explanations. However, a gap exists in research focusing on the individual problem-solving effects of example-free instructional explanations and worked examples containing no instructional explanation. This study uses a method in which worked examples are separated from direct instruction to examine the problem-solving effects of individual parts of such instruction, namely example-free instruction and worked examples containing no instructional explanation. Considering the importance of critical thinking skills in the current educational environment, the current study was conducted on a group of university students (n ¼ 32) studying critical thinking in South Korea. Results showed that example-free instruction was more effective for problem-solving than worked examples containing no instructional explanation. Additionally, participants reported more efficient cognitive processing ability when critical thinking problems were presented through instructional explanation rather than worked examples. These results allow for a granular look at the different aspects of direct instruction and their effects on cognitive load and problem-solving.

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The Relationship between Attention and Extraneous Load

Cited by 2 publications

References 58 publications

Experiencing an art education program through immersive virtual reality or iPad: Examining the mediating effects of sense of presence and extraneous cognitive load on enjoyment, attention, and retention

Experiencing an art education program through immersive virtual reality or iPad: Examining the mediating effects of sense of presence and extraneous cognitive load on enjoyment, attention, and retention

The effects of example-free instruction and worked examples on problem-solving

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