Cited by 413Visual and Cognitive Learning ProcessesInnovative Teaching and Learning MethodsLearning Styles and Cognitive Differences

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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·2009·Computers in Human Behavior

DOI 10.1016/j.chb.2008.12.020

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Authors: Cierniak, G., Scheiter, K., & Gerjets, P.
Affiliations: University of Tübingen (DE)
Corresponding author: Cierniak, Gabriele
ORCID: Scheiter, Katharina
Gerjets, Peter
Venue: Computers in Human Behavior
Publisher: Elsevier BV
Published: 2009-03
Volume: 25
Issue: 2
Pages: 315-324
ISSN: 0747-5632 (ISSN-L)
DOI: 10.1016/j.chb.2008.12.020
OpenAlex: W1964672712
Cited by: 412
References: 47
Citations by year: 2026: 20 · 2025: 27 · 2024: 36 · 2023: 27 · 2022: 23 · 2021: 44 · 2020: 26 · 2019: 33 · 2018: 23 · 2017: 22 · 2016: 17 · 2015: 24 · 2014: 18 · 2013: 21 · 2012: 18
FWCI: 19.47
Type: journal article
Language: en
Open access: closed
Licence: www.elsevier.com/tdm/userlicense/1.0/ (tdm)
www.elsevier.com/legal/tdmrep-license (tdm)
Locations: Computers in Human Behavior (publishedVersion)
Topics: Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
Social Sciences › Psychology › Developmental and Educational Psychology › Learning Styles and Cognitive Differences
Keywords: split-attention effect, cognitive load theory, extraneous cognitive load, germane cognitive load, intrinsic cognitive load, secondary task performance, learning outcomes, mediation analysis, instructional design

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

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