THE SPLIT-ATTENTION EFFECT AS A FACTOR IN THE DESIGN OF INSTRUCTION
THE SPLIT-ATTENTION EFFECT AS A FACTOR IN THE DESIGN OF INSTRUCTION
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DOI：
10.1111/j.2044-8279.1992.tb01017.x
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发表时间：
1992-06-01
影响因子：
3.7
通讯作者：
SWELLER, J
中科院分区：
文献类型：
--
作者：
CHANDLER, P;SWELLER, J
认知负荷理论认为，许多传统的教学模式是无效的，因为它们涉及无关的认知活动，干扰学习。注意力分散效应提供了一个例子，不恰当的认知活动所造成的不良教学设计的后果。学习者经常被迫分散注意力，并在心理上整合不同的信息来源（例如，文本和图表），然后才能使教学材料变得易懂。这种初步的心理整合过程，虽然是学习的基本前提，但可能会施加沉重的外部认知负荷。物理集成（例如，结合文字和图表）可以减少认知负荷，从而促进学习。本研究报告了两个研究注意力分散效应的实验结果。使用工程编程语言（数控编程），第一个实验研究了物理集成文本和图表的可能优势。在正常的训练环境中，综合指令组的表现优于常规组。实验2的目的是，看看分裂注意力效应是否会推广到一个区域，其中相互参考的文本段是传统上分开的，即，在心理学和教育的经验报告。在实验室研究中，实验2表明，学生在一个常规组的测试问题。认知负荷理论和教学设计这些结果的后果进行了讨论。
Cognitive load theory suggests that many conventional instructional formats are ineffective as they involve extraneous cognitive activities, which interfere with learning. The split-attention effect provides one example of the consequences of inappropriate cognitive activities caused by poor instructional design. Learners are often forced to split their attention between and mentally integrate disparate sources of information (e.g., text and diagrams) before the instructional material can be rendered intelligible. This preliminary process of mental integration, while an essential precursor to learning, is likely to impose a heavy extraneous cognitive load. Physical integration (e.g., combining text and diagrams) may reduce cognitive load and so facilitate learning. This study reports findings from two experiments investigating the split-attention effect. Using an engineering programming language (Numerical Control programming), the first experiment investigated the possible advantage of physically integrating text and diagrams. In a normal training environment, the integrated instructions group outperformed the conventional group. Experiment 2 was designed to see if the split-attention effect would generalise to an area where mutually referring segments of text are conventionally separated, namely, empirical reports in psychology and education. In a laboratory study, Experiment 2 showed that students in an conventional group on test questions. The consequences of these results for cognitive load theory and for instruction design are discussed.