The influence of spatial distance and signaling on the split-attention effect

an article by Sven Cammeraat, Gertjan Rop and Bjorn B. de Koning (Erasmus University Rotterdam, the Netherlands) published in Computers in Human Behavior Volume 105 (April 2020)

Highlights

• Two experiments examined learning from spatially separated text and pictures.
• In Experiment 1 increased distance and signaling did not influence learning.
• Experiment 2 found no benefits of spatially integrating text and picture.
• Apparently spatial separation does not always impede text-picture learning.

Abstract

The split-attention effect seems a robust finding in the literature and shows that complex learning materials consisting of text and pictures lead to better learning when they are spatially integrated instead of spatially separated.

In the current study, two experiments were conducted to investigate the effects of distance and signalling on the split-attention effect. In Experiment 1, a 2 × 2 design was used in which spatial distance (large vs. small) and signalling (signalling vs. no signalling) were manipulated, while in Experiment 2 it was tried to replicate the split-attention effect previously observed with the learning materials used in Experiment 1.

In contrast to our hypotheses, spatial distance and signalling did not influence mental effort ratings and transfer performance in Experiment 1.

Moreover, no split-attention effect was found on retention, transfer or mental effort ratings in Experiment 2.

As no split-attention effect was obtained with the learning materials, it is not possible to examine the effects of distance and signalling on the split-attention effect. Concluding, the current results raise doubts about how robust the split-attention effect is, and demonstrate the importance of replication studies.

Labels:
split-attention_effect, cognitive_load_theory, signalling, spatial_distance, educational_psychology,

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