The DOI matches its Crossref record; 33 of the 33 references it cites were found in a registry or an index.
Reducing cognitive load by mixing auditory and visual presentation modes.
Open accessAbstract
This article reports findings on the use of a partly auditory and partly visual mode of presentation for geometry worked examples. The logic was based on the split-attention effect and the effect of presentation modality on working memory. The split-attention effect occurs when students must split their attention between multiple sources of information, which results in a heavy cognitive load. Presentation-modality effects suggest that working memory has partially independent processors for handling visual and auditory material. Effective working memory may be increased by presenting material in a mixed rather than a unitary mode. If so, the negative consequences of split attention in geometry might be ameliorated by presenting geometry statements in auditory, rather than visual, form. The results of 6 experiments supported this hypothesis. In recent years, working memory limitations have been identified as a major factor that needs to be considered when instruction is designed. Researchers have used cognitive load theory (e.g., Sweller, 1988, 1989, 1993, 1994) to sug-gest that many commonly used instructional procedures are
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“They indeed found the modality effect that has since been replicated in many other experiments.”
From Cognitive Architecture and Instructional Design: 20 Years Later (2019) · cites this paper as Mousavi et al. (1995)
Citations
Cites
Cognitive Load During Problem Solving: Effects on Learning
Sweller, J. (1988) · Cognitive Science · doi:10.1016/0364-0213(88)90023-7 · Cited by 11,048
Self-citationMental Representations: A Dual Coding Approach
Paivio, A. (1986) · Medical Entomology and Zoology · Cited by 5,087
Cognitive load theory, learning difficulty, and instructional design
Sweller, J. (1994) · Learning and Instruction · doi:10.1016/0959-4752(94)90003-5 · Cited by 3,801
Self-citationCognitive Load Theory and the Format of Instruction
Chandler, P., & Sweller, J. (1991) · Cognition and Instruction · doi:10.1207/s1532690xci0804_2 · Cited by 2,894
Self-citationPaas, F. G. W. C. (1992) · Journal of Educational Psychology · doi:10.1037/0022-0663.84.4.429 · Cited by 2,150
Why Some Material Is Difficult to Learn
Sweller, J., & Chandler, P. (1994) · Cognition and Instruction · doi:10.1207/s1532690xci1203_1 · Cited by 1,455
Self-citationPaas, F. G. W. C., & Van Merriënboer, J. J. G. (1994) · Journal of Educational Psychology · doi:10.1037/0022-0663.86.1.122 · Cited by 1,198
When is an illustration worth ten thousand words?
Mayer, R. E., & Gallini, J. K. (1990) · Journal of Educational Psychology · doi:10.1037/0022-0663.82.4.715 · Cited by 1,051
Mayer, R. E., & Anderson, R. B. (1992) · Journal of Educational Psychology · doi:10.1037/0022-0663.84.4.444 · Cited by 1,000 · cited 4×
“It might be noted, that on the surface, the results of Experiment 3 might appear to contradict those of Mayer and Anderson (1991, 1992) who found that simultaneous auditory and visual presentation was superior to successive.”
BackgroundResultInfluentialPaas, F. G. W. C., & Van Merriënboer, J. J. G. (1993) · Human Factors: The Journal of the Human Factors and Ergonomics Society · doi:10.1177/001872089303500412 · Cited by 921
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Mayer, R. E. (2009) · doi:10.1017/cbo9780511811678 · Cited by 7,800
Mayer, R. (2020) · doi:10.1017/9781316941355 · Cited by 7,777
Cognitive Architecture and Instructional Design
Sweller, J., van Merrienboer, J. J. G., & Paas, F. G. W. C. (1998) · Educational Psychology Review · doi:10.1023/a:1022193728205 · Cited by 6,023
Self-citationNine Ways to Reduce Cognitive Load in Multimedia Learning
Mayer, R. E., & Moreno, R. (2003) · Educational Psychologist · doi:10.1207/s15326985ep3801_6 · Cited by 4,207
Cognitive Architecture and Instructional Design: 20 Years Later
Sweller, J., van Merriënboer, J. J. G., & Paas, F. (2019) · Educational Psychology Review · doi:10.1007/s10648-019-09465-5 · Cited by 2,337
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Metadata
- Authors
- Mousavi, S. Y., Low, R., & Sweller, J.
- Affiliations
- UNSW Sydney (AU)
- ORCID
- Sweller, John
- Venue
- Journal of Educational Psychology
- Published
- 1995-06
- Volume
- 87
- Issue
- 2
- Pages
- 319-334
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W2140591843
- Semantic Scholar
- cd8931e3d167ef7fabe70f2f7d933ce6c4b8dff4
- Cited by
- 995
- References
- 33
- Citations by year
- 2026: 10 · 2025: 29 · 2024: 23 · 2023: 24 · 2022: 34 · 2021: 42 · 2020: 37 · 2019: 32 · 2018: 34 · 2017: 24 · 2016: 47 · 2015: 35 · 2014: 49 · 2013: 63 · 2012: 51
- FWCI
- 7.73
- Type
- journal article
- Language
- en
- Open access
- green
- handle.unsw.edu.au
- Licence
- cc-by-nc-nd
- Locations
- Journal of Educational Psychology (publishedVersion)
- UNSWorks (UNSW Sydney) (submittedVersion, cc-by-nc-nd)
- UNSWorks (University of New South Wales, Sydney, Australia) (submittedVersion, cc-by-nc-nd)
- 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
- cognitive load, split-attention effect, presentation modality, auditory presentation, visual presentation, working memory, cognitive load theory, instructional design, mathematics education
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