THE SPLIT‐ATTENTION EFFECT AS A FACTOR IN THE DESIGN OF INSTRUCTION

@article{Chandler1992THESE,
  title={THE SPLIT‐ATTENTION EFFECT AS A FACTOR IN THE DESIGN OF INSTRUCTION},
  author={Paul Chandler and John Sweller},
  journal={British Journal of Educational Psychology},
  year={1992},
  volume={62},
  pages={233-246}
}
SUMMARY. 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 instruc­ tional… 

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