Cited by 780Visual and Cognitive Learning ProcessesInnovative Teaching and Learning MethodsOnline and Blended Learning

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THE SPLIT‐ATTENTION EFFECT AS A FACTOR IN THE DESIGN OF INSTRUCTION

CHANDLER, PAUL, SWELLER, JOHN·1992·British Journal of Educational Psychology

DOI 10.1111/j.2044-8279.1992.tb01017.x

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Abstract

S ummary . Cognitive load theory suggests that many conventional instructional formats are ineffective as they involve extraneous cognitive activities, which interfere with learning. The split‐attention effect provides one example of the consequences of inappropriate 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 programming 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 outperformed 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. In a laboratory study, Experiment 2 showed that students in an integrated group spent less time processing instructions ye…

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Authors: CHANDLER, P., & SWELLER, J.
Affiliations: UNSW Sydney (AU)
Corresponding author: SWELLER, JOHN
ORCID: CHANDLER, PAUL
SWELLER, JOHN
Venue: British Journal of Educational Psychology
Publisher: Wiley
Published: 1992-06
Volume: 62
Issue: 2
Pages: 233-246
ISSN: 0007-0998 (ISSN-L)
2044-8279
DOI: 10.1111/j.2044-8279.1992.tb01017.x
OpenAlex: W2141019025
Cited by: 767
References: 32
Citations by year: 2026: 32 · 2025: 36 · 2024: 27 · 2023: 29 · 2022: 28 · 2021: 36 · 2020: 27 · 2019: 74 · 2018: 28 · 2017: 35 · 2016: 30 · 2015: 18 · 2014: 27 · 2013: 29 · 2012: 44
FWCI: 3.84
Type: journal article
Language: en
Open access: closed
Licence: onlinelibrary.wiley.com/termsAndConditions#vor (vor, 6920 d)
Locations: British Journal of Educational Psychology (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 › Education › Online and Blended Learning
Keywords: split-attention effect, cognitive load theory, instructional design, extraneous cognitive load, physical integration, mental integration, NC programming, reading comprehension, learning from text

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THE SPLIT‐ATTENTION EFFECT AS A FACTOR IN THE DESIGN OF INSTRUCTION

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