Multimedia Learning

• Multimedia learning refers to learning from an integrated combination of multiple modes of communication, such as text, image, audio, video, etc.
• Instructional split-attention occurs when learners are required to split their attention between and mentally integrate several sources of physically or temporally disparate information, where each source of information is essential for understanding the material.
• Cognitive load is increased by the need to mentally integrate the multiple sources of information.
• The increase in extraneous cognitive load due to split-attention is likely to have a negative impact on learning compared to conditions where the information has been restructured to eliminate the need to split attention.
• Restructuring occurs by physically or temporally integrating disparate sources of information to eliminate the need for mental integration.
• The split-attention effect occurs when learners studying integrated information outperform learners studying the same information presented in split-attention format.
• The split-attention principle flows from the split-attention effect and states that when presenting disparate sources of information that must be mentally integrated in order for the information to be understood, those sources of information should be presented in an integrated format.
• The example of the split-attention effect in Figure 15.1 provides an example of the split-attention principle.
• The split-attention effect can be explained by differences in extraneous cognitive load.
• Split-attention materials generate more extraneous load than integrated materials, resulting in reduced learning.
• In order to obtain the split-attention effect, the logic of the relations between multiple sources of information is critical and needs to be emphasised.
• The effect requires the multiple sources of information to be unintelligible in isolation.
• If multiple sources of information provide the same information in different forms and so are redundant, integrating them is not beneficial.
• A more recent study by Jarodzka, Janssen, Kirschner, and Erkens in a computer-based testing environment found that if irrelevant information was included in the materials then students were more likely to attend to this redundant information when it was provided in integrated format.
• The logical relation between sources of information is critical for the split-attention effect.
• The split-attention effect is consistent with many other cognitive load theory effects in that element interactivity must be high for the effects to be observed.
• There are many studies demonstrating that substantial learning gains can be achieved by physically integrating disparate sources of information rather than requiring learners to use mental resources in mentally integrating the same information.
• There are many conditions under which the principle does not apply or worse, where attempts to apply the principle will have negative rather than positive effects on learning.
• Empirical evidence was obtained by Chandler and Sweller, who found evidence that an integrated format could be less effective than a diagram alone if the information on the diagram and in the text relayed the same information.
• The effect can only be obtained when multiple sources of information are essential for understanding and so cannot be understood in isolation.
• The split-attention effect is a robust, easily demonstrated effect leading to the split-attention principle: where instruction includes multiple sources of information that must be mentally integrated in order to be intelligible, those sources of information should be both physically and temporally integrated in order to reduce unnecessary search for referents and so reduce extraneous cognitive load.
• For materials low in element interactivity, where elements of information can be learned individually, without complex integration, the split-attention effect did not occur.
• The diagram-only treatments were superior to the integrated format because redundant material was excluded.
• A strong advantage was found for non-redundant sources, but also when the text contained all the necessary information with redundant diagrams.
• Schroeder and Cenkci (2018) also found a large overall effect size (g = .63) for the split-attention effect.
• Bauhoff, Huff, and Schwan (2012) examined proximity effects further by using two illustrations as the sources of information, showing that as the distance increased between them, it became more difficult to process the information in working memory.
• De Koning, Rop, and Paas (2020a) found that the variation in proximity was not large enough to cause an effect.
• Moreno and Mayer (1999) found that increasing the distance between the text and diagrams reduced learning.
• The split-attention effect varies according to the distance separating the sources of information.
• The split-attention effect is a phenomenon where the addition of redundant information to a text can enhance learning.
• Beege, Wirzberger, Nebel, Schneider, Schmidt, and Rey (2019) compared three levels of spatial separations of diagrams and text boxes, suggesting that the condition where the text was closest to the diagram made the overall presentation very cluttered and confusing, leading to interference and increased extraneous cognitive load.
• Schroeder and Cenkci reported the findings of a number of moderating variables for the split-attention effect.
• When the diagram contained all the information with redundant text, no effect was found.
• Cammeraat, Rop, and de Koning (2020) also failed to find a difference between two separation distances.
• Strong effects were found for both computer-based materials as well as paper and pen, for materials high in element interactivity, for older students, for a range of learning domains, for different types of tasks (e.g., transfer), and for different durations of the intervention.
• Ginns (2006) found the split-attention effect to be robust with a large effect size (d = .85).
• Pouw, Rop, de Koning, and Paas (2019) found that increasing the distance between picture cards and/or text increased visual working memory load and also the time it took to complete the tasks.
• The cognitive basis for the split-attention effect
• Bene ts of guided self-management of attention on learning accounting
• Signals foster multimedia learning by supporting integration of highlighted text and diagram elements