The Split - Attention Effect as A Factor in The Design of Instruction  

Oleh:

Sweller, John ; Chandler, Paul

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: British Journal of Educational Psychology vol. 62 no. 01 (Feb. 1992), page 233-346.
Topik: cognitive; cognitive; the design of instruction

Ketersediaan

Perpustakaan PKPM Nomor Panggil: B13 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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Cognitive load theory suggests that many conventional instructional formats are in-effective as they involve extraneous cognitive activities, which interfere with learning. The split attention effect provides one example of the consequences of in-appropriate cognitive activities caused by poor instructional design. Learners are often forced to split their attention between and mentally integrate disparate sources of information (e.g. text and diagrams) before the instructional material can be rendered intelligible. This preliminary process of mental integration, while an essential precursor to learning, is likely to impose a heavy extraneous cognitive load. Physical integration (e.g. combining text and diagrams) may reduce cognitive load and so facilitate learning. This study reports findings from two experiments investigating the split-attention effect. Using an engineering prograrruning language (Numerical Control programming), the first experiment investigated the possible advantage of physically integrating text and diagrams. In a normal training environment, the integrated instructions group out performed the conventional group. Experiment 2 was designed to see if the split-attention effect would generalise to an area where mutually referring segments of text are conventionally separated, namely, empirical reports in psychology and education.

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