Year: 2025
Type: article
Abstract: The split-attention principle suggests that separating onscreen information sources can overburden working memory and impede learning. While research has traditionally focused on the separation of images and text, relatively little is known about the impact of multiple simultaneous visual inputs. This study examined the split-attention principle in a multimedia environment featuring a pedagogical agent performing gestures, with hologram-like images either integrated centrally with the agent or spatially separated. A within-subjects design (N = 80) investigated the impact on satisfaction, cognitive load, and cued recall. The quantitative findings revealed no significant differences between the two spatial conditions. Preliminary qualitative insights from a limited sample of six individual interviews suggested that some participants may employ strategies to simplify complex designs and manage perceived cognitive load. Based on these limited qualitative observations, this research tentatively proposes the “pruning principle”, a metacognitive strategy where learners actively “prune” extraneous information to optimize cognitive resources. These findings underscore the importance of considering individual differences and metacognitive strategies in multimedia design.
Source: Information
DOI: 10.3390/info16050350
Authors: Robert O. Davis, Joseph Vincent, Eun Byul Yang, Yong Jik Lee, Ji Hae Lee
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: gold
Estimated APC paid: $1,930
Funder: Chonnam National University
Award: G2192698543
OpenAlex ID: W4409888296