Explaining the split-attention effect: Is the reduction of extraneous cognitive load accompanied by an increase in germane cognitive load?

摘要: The phenomenon that the physical integration of verbal and pictorial information sources, compared to their separation, enhances learning is known as split-attention effect. This paper investigates how effect can be best explained against background cognitive load theory. In an experimental study, students learned about physiological processes with either integrated or a split-source format. Secondary task performance was used measure overall load, whereas subjective ratings were intrinsic, extraneous germane individually. Learners format achieved lower outcomes, but did not show worse secondary than learners These results contradict assumption only increase in for mediates Mediation analyses revealed both, contributed support also plays crucial role mediating