Investigating Learners’ Distraction in Slideshow-based Classes: a Cognitive Load Theory Approach
Year: 2025
Type: article
Abstract: : This study attempts to make a connection between learners’ distraction in slideshow classes and cognitive load. Adopting a cognitive load theory approach, it investigates the extent to which flaws in slide design can result in distraction-induced cognitive load. To fulfil this aim, a questionnaire comprising two sections was designed to address a sample of 24 EFL teachers and 57 EFL students from various Algerian universities. To gain a thorough understanding of the phenomenon under investigation, both qualitative and quantitative questions were utilised. The gathered data were analysed using both thematic and descriptive analysis. The results revealed a high potential for the distraction of learners to be a consequence of an elevation in cognitive load. These results necessitate a more explicit implementation of cognitive load theory principles within classes where technological multimedia tools such as slideshows are employed. Keywords: Cognitive load, distraction, slideshow, cognitive load theory.
Author: Nour el houda KHERFANE*, Lamia BELFERD & Maria BEY BOUMEZRAG
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W6901496501
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