Book contents
- The Cambridge Handbook of Multimedia Learning
- The Cambridge Handbook of Multimedia Learning
- Copyright page
- Contents
- Contributors
- Preface
- Acknowledgments
- 1 Introduction to Multimedia Learning
- Part I Theoretical Foundations
- Part II Basic Principles of Multimedia Learning
- 6 Ten Common but Questionable Principles of Multimedia Learning
- 7 The Multimedia Principle
- 8 The Split-Attention Principle in Multimedia Learning
- 9 The Modality Principle in Multimedia Learning
- 10 The Redundancy Principle in Multimedia Learning
- 11 The Signaling (or Cueing) Principle in Multimedia Learning
- 12 Principles for Reducing Extraneous Processing in Multimedia Learning: Coherence, Signaling, Redundancy, Spatial Contiguity, and Temporal Contiguity Principles
- 13 Principles for Managing Essential Processing in Multimedia Learning: Segmenting, Pre-training, and Modality Principles
- 14 Principles Based on Social Cues in Multimedia Learning: Personalization, Voice, Image, and Embodiment Principles
- Part III Advanced Principles of Multimedia Learning
- Part IV Multimedia Learning of Cognitive Processes
- Part V Multimedia Learning in Advanced Computer-Based Contexts
- Author Index
- Subject Index
8 - The Split-Attention Principle in Multimedia Learning
from Part II - Basic Principles of Multimedia Learning
Published online by Cambridge University Press: 05 August 2014
- The Cambridge Handbook of Multimedia Learning
- The Cambridge Handbook of Multimedia Learning
- Copyright page
- Contents
- Contributors
- Preface
- Acknowledgments
- 1 Introduction to Multimedia Learning
- Part I Theoretical Foundations
- Part II Basic Principles of Multimedia Learning
- 6 Ten Common but Questionable Principles of Multimedia Learning
- 7 The Multimedia Principle
- 8 The Split-Attention Principle in Multimedia Learning
- 9 The Modality Principle in Multimedia Learning
- 10 The Redundancy Principle in Multimedia Learning
- 11 The Signaling (or Cueing) Principle in Multimedia Learning
- 12 Principles for Reducing Extraneous Processing in Multimedia Learning: Coherence, Signaling, Redundancy, Spatial Contiguity, and Temporal Contiguity Principles
- 13 Principles for Managing Essential Processing in Multimedia Learning: Segmenting, Pre-training, and Modality Principles
- 14 Principles Based on Social Cues in Multimedia Learning: Personalization, Voice, Image, and Embodiment Principles
- Part III Advanced Principles of Multimedia Learning
- Part IV Multimedia Learning of Cognitive Processes
- Part V Multimedia Learning in Advanced Computer-Based Contexts
- Author Index
- Subject Index
Summary
The split-attention principle states that in the design of instruction, including multimedia instruction, it is important to avoid materials that require learners to split their attention between, and mentally integrate, multiple sources of information. Instead, materials should be formatted so that disparate sources of information are physically and temporally integrated, thus obviating the need for learners to engage in mental integration. Eliminating the need to mentally integrate multiple sources of information reduces extraneous cognitive load and frees resources for learning. This chapter provides the theoretical rationale, based on cognitive load theory, for the split-attention principle, describes the major experiments that establish the validity of the principle, identifies the conditions under which it is most likely to occur, and indicates the implications for instructional design involving multimedia materials.
Keywords
- Type
- Chapter
- Information
- The Cambridge Handbook of Multimedia Learning , pp. 206 - 226Publisher: Cambridge University PressPrint publication year: 2014
- 112
- Cited by