Avoiding split attention in computer-based testing: Is neglecting additional information facilitative?
Avoiding split attention in computer-based testing: Is neglecting additional information facilitative?
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避免基于计算机的测试中的注意力分散：忽略附加信息是否有帮助？
DOI：
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发表时间：
2015
影响因子：
6.6
通讯作者：
G. Erkens
中科院分区：
文献类型：
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作者：
H. Jarodzka;N. Janssen;P. Kirschner;G. Erkens
本研究探讨了基于计算机的学习设计指南是否适用于基于计算机的测试。22名学生完成了CBT考试，其中一半的问题以类似于原始纸笔版本的分屏形式呈现，另一半以综合形式呈现。结果表明，学生注意的是综合格式的所有信息，而忽略了分裂格式的信息。有趣的是，与预期相反的是，他们在拆分模式下的工作效率更高。对被忽略信息的内容分析表明，它大多与回答问题无关，不必要地加重了学生的认知能力，并低效地增加了他们花费的精神努力。进一步
不同心理努力测量的比较表明，心理努力有外显的成分(如自我报告、外显的话语)和内隐的成分(如沉默的停顿-大声思考，眼球跟踪参数)。因此，在设计CBT环境时，不仅要考虑任务的设计，还要考虑给定信息的内容及其对心理努力的不同方面的影响。
This study investigated whether design guidelines for computer-based learning can be applied to computer-based testing (CBT). Twenty-two students completed a CBT exam with half of the questions presented in a split-screen format that was analogous to the original paper-and-pencil version and half in an integrated format. Results show that students attended to all information in the integrated format while ignoring information in the split format. Interestingly, and contrary to expectations, they worked more efficiently in the split format. A content analysis of the ignored information revealed that it was mostly not relevant to answering the questions, unnecessarily taxed students’ cognitive capacity and inefficiently increased the mental effort they expended. Further
comparisons of different mental effort measures indicate that mental effort had an explicit (ie, self-reports, explicit utterances) and an implicit component (ie, silent pauses in thinking-aloud, eye tracking parameters). Consequently, when designing CBT environments, not only the design of the tasks but also the content of the given information and their effect on the different aspects of mental effort must be considered.