Do Measures of Cognitive Load Explain the Spatial Split-Attention Principle in Multimedia Learning Environments? A Systematic Review

Autor/inn/en	Schroeder, Noah L.; Cenkci, Ada T.
Titel	Do Measures of Cognitive Load Explain the Spatial Split-Attention Principle in Multimedia Learning Environments? A Systematic Review
Quelle	In: Journal of Educational Psychology, 112 (2020) 2, S.254-270 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000372
Schlagwörter	Cognitive Processes; Attention; Multimedia Instruction; Pictorial Stimuli; Vocabulary; Proximity; Difficulty Level; Visual Stimuli; Short Term Memory + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Aufmerksamkeit; Multimediales Lernen; Fantasieanregung; Wortschatz; Lebensnähe; Schwierigkeitsgrad; Kurzzeitgedächtnis
Abstract	The spatial split-attention principle suggests that presenting related words and pictures spatially close to one another will improve learning compared with a spatially distant design, and two meta-analyses have shown support for the principle. However, it is not clear why the principle occurs. It has been theorized that integrated graphic designs lower the extraneous cognitive load imposed on learners, however, there has not been a systematic review to examine the evidence for this claim. In this study, we systematically review the literature around the spatial split-attention principle in multimedia learning environments to examine if measures of cognitive load support the theoretical prediction. Our analysis of 41 comparisons found that measures of cognitive load largely do not support the extraneous cognitive load explanation, nor did we find compelling evidence that integrated graphic designs significantly influence any measure of cognitive load compared with spatially distant designs. We propose an alternative explanation for the principle in which integrated graphic designs may facilitate the allocation of germane resources and integrative cognitive processing rather than reduce extraneous cognitive load and discuss a theoretical foundation for testing this hypothesis. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01