The split-attention effect is a learning effect found in poorly designed instructional materials, appearing when the same modality, for example vision, is used to present multiple related pieces of information that a learner must mentally integrate. It occurs when a learner has to split their attention between separate elements, such as an image and its accompanying text, in order to make sense of the material, whether the split is physical, across separate visual or auditory sources, or temporal, when related information is presented at different times. The effect is grounded chiefly in research by John Sweller and colleagues including Paul Chandler, building on earlier studies such as Tarmizi and Sweller's 1988 work on guidance during mathematical problem solving.
Facts
Core ClaimThe split-attention effect is a learning impairment caused by poorly designed instructional material that forces learners to mentally integrate two or more sources of information, such as text and a diagram, that are separated in space or time, adding to extraneous cognitive load. 1 Sources
1. Split attention effect (Wikipedia)
WikipediaOpening paragraph, first two sentencesQuote, Opening paragraph, first two sentences
The split-attention effect is a learning effect inherent within some poorly designed instructional materials. It is apparent when the same modality (e.g. visual) is used for various types of information within the same display.
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