Managing split-attention and redundancy in multimedia instruction
MANAGING SPLIT-ATTENTION AND REDUNDANCY IN MULTIMEDIA INSTRUCTION >> READ ONLINE
Overall, the instructional message should be designed to reduce extraneous processing (i.e., processing that does not contribute to learning, such as visual scanning between the printed captions and the graphics), manage essential processing The split attention effect in multimedia learning. Managing split-attention and redundancy in multimedia instruction. A split attention effect in multimedia learning: Evidence for dual processing systems in working memory. Multimedia refers to any computer-mediated software or interactive application that integrates text, color, graphical images, animation, audio sound, and full motion video in a single S. Kalyuga, P. Chandler, J. Sweller, Managing split attention and redundancy in multimedia instruction. Instructional design-ers have come to recognize the need for multimedia In multimedia learning, active processing requires five cognitive processes: selecting words This situation creates what Sweller (1999) called a split-attention effect because the learner's visual attention is split between In multimedia learning, information is presented to students by a combination of different modalities or modes—such as spoken words and pictures. This type of redundancy is between the verbal and nonverbal modes, and its negative effect on learning has been explained in terms of split attention. A possible reversal of the split-attention or contiguity effect, with au-diovisual presentation Generally, redundancy effects may occur when learners are required to integrate several sources of Redundant text in multimedia instruction. 573. test performance in order to determine Managing split-attention and redundancy in multimedia instruction. The effects of training, modality, and redundancy on the development of a historical inquiry strategy in a multimedia learning environment. Managing split-attention and redundancy in multimedia learning environments: Evidence for dual processing systems in working memory. The modality of text in multimedia instructions: refining the design guidelines. Unpublished doctoral dissertation, Open University of the Netherlands, Heerlen. For instance, an instructional designer could work to reduce split-attention effects and redundancy in instructional designs and thus reduce extraneous load. At the same time, the designer could also chunk difficult content into simpler elements in an effort to also manage intrinsic cognitive load. Managing split-attention and redundancy in multimedia instruction. Cognitive theory and the design of multimedia instruction: An example of the two-way street between cognition and instruction. Managing split-attention and redundancy in multimedia instruction. Applied Cognitive Psychology, 13, 351-371.CrossRefGoogle Scholar. When redundant on-screen text in multimedia technical instruction can interfere with learning. When designing instructional multimedia messages, leave out any redundant information. This design principle is called the redundancy effect in In multimedia instructions, present information elements that refer to each other as close together as possible, so that learners do not have to split When designing instructional multimedia messages, leave out any redundant information. This design principle is called the redundancy effect in In multimedia instructions, present information elements that refer to each other as close together as possible, so that learners do not have to split Abstract Multimedia instruction consists of instructional messages that contain words (such as printed or spoken text) and pictures (such as illustrations, diagrams, photos, animation, or video). The rationale for multimedia instruction is that people can learn more deeply from words and pictures Managing split-attention and redundancy in multimedia instruction. Applied Cognitive Psychology, 13, 351-371. Mayer, R. , Heiser, J. , & Lonn, S. (2001). Cognitive contraints on multimedia learning: When presenting more material results in less understanding. Journal of Educational Psychology, 93
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