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What is Split-Attention Effect

Encyclopedia of Multimedia Technology and Networking, Second Edition
A positive effect on learning by physically integrating separate sources of information in space or synchronizing them in time. The effect is due to eliminating or reducing cognitive overload caused by cross-referencing different representations.
Published in Chapter:
Cognitive Issues in Tailoring Multimedia Learning Technology to the Human Mind
Slava Kalyuga (The University of New South Wales, Australia)
DOI: 10.4018/978-1-60566-014-1.ch030
In order to design effective and efficient multimedia applications, major characteristics of human cognition and its processing limitations should be taken into account. A general cognitive system that underlies human performance and learning is referred to as our cognitive architecture. Major features of this architecture will be described first. When technology is not tailored to these features, its users may experience cognitive overload. Major potential sources of cognitive load during multimedia learning and how we can measure levels of this load will be presented next. Some recently developed methods for managing cognitive overload when designing multimedia applications and building adaptive multimedia systems will be described in the last two sections, which will be followed by the conclusion.
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More Results
Cognitive Load Theory, Spacing Effect, and Working Memory Resources Depletion: Implications for Instructional Design
An instructional effect indicating that for more efficient learning, multiple separated sources of interdependent information must be physically integrated.
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How Digital Distractions Influence Learner Information Processing
Dividing one’s attention to process several sources of information.
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