The DOI matches its Crossref record; 32 of the 32 references it cites were found in a registry or an index.
THE SPLIT‐ATTENTION EFFECT AS A FACTOR IN THE DESIGN OF INSTRUCTION
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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“CLT emphasizes the need to integrate support for novice learners with the task environment fully; otherwise, split-attention effects increase extraneous cognitive load because learners have to integrate information mentally from the task environment with the given support (Chandler & Sweller, 1992;Sweller & Chandler, 1994).”
From Taking the Load Off a Learner's Mind: Instructional Design for Complex Learning (2003) · cites this paper as Chandler & Sweller, 1992
Citations
Cites
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Why a Diagram is (Sometimes) Worth Ten Thousand Words
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Schema induction and analogical transfer
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Cognitive 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-citationThe Use of Worked Examples as a Substitute for Problem Solving in Learning Algebra
Sweller, J., & Cooper, G. A. (1985) · Cognition and Instruction · doi:10.1207/s1532690xci0201_3 · Cited by 1,214
Self-citationWhen 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
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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-citationCognitive 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-citationThe Psychology of Learning and Motivation
Ross, B. H. (2012) · Cited by 2,631
Metadata
- Authors
- CHANDLER, P., & SWELLER, J.
- Affiliations
- UNSW Sydney (AU)
- Corresponding author
- 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
- 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
- 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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