Do measures of cognitive load explain the spatial split-attention principle in multimedia learning environments? A systematic review.
Do measures of cognitive load explain the spatial split-attention principle in multimedia learning environments? A systematic review.
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认知负荷的测量是否可以解释多媒体学习环境中的空间注意力分散原理？
DOI：
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发表时间：
2020
期刊：
影响因子：
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通讯作者：
Ada T. Cenkci
中科院分区：
文献类型：
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作者：
Noah L. Schroeder;Ada T. Cenkci
空间分散注意力原则表明，与空间上距离较远的设计相比，在空间上彼此靠近地呈现相关的单词和图片将改善学习效果，两项荟萃分析表明了这一原则的支持。然而，目前还不清楚为什么会出现这个原理。从理论上讲，集成图形设计可以降低学习者的额外认知负担，但是，还没有系统的综述来检验这一说法的证据。在本研究中，我们系统地回顾了多媒体学习环境中空间注意力分散原理的文献，以检验认知负荷的测量是否支持理论预测。我们对 41 项比较的分析发现，认知负荷的测量在很大程度上不支持无关认知负荷的解释，我们也没有找到令人信服的证据表明，与空间遥远的设计相比，集成图形设计会显着影响任何认知负荷的测量。我们对集成图形设计可以促进相关资源分配和综合认知处理而不是减少无关认知负荷的原理提出了另一种解释，并讨论了检验该假设的理论基础。 （PsycINFO 数据库记录 (c) 2020 APA，保留所有权利）
The spatial split-attention principle suggests that presenting related words and pictures spatially close to one another will improve learning compared with a spatially distant design, and two meta-analyses have shown support for the principle. However, it is not clear why the principle occurs. It has been theorized that integrated graphic designs lower the extraneous cognitive load imposed on learners, however, there has not been a systematic review to examine the evidence for this claim. In this study, we systematically review the literature around the spatial split-attention principle in multimedia learning environments to examine if measures of cognitive load support the theoretical prediction. Our analysis of 41 comparisons found that measures of cognitive load largely do not support the extraneous cognitive load explanation, nor did we find compelling evidence that integrated graphic designs significantly influence any measure of cognitive load compared with spatially distant designs. We propose an alternative explanation for the principle in which integrated graphic designs may facilitate the allocation of germane resources and integrative cognitive processing rather than reduce extraneous cognitive load and discuss a theoretical foundation for testing this hypothesis. (PsycINFO Database Record (c) 2020 APA, all rights reserved)