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15 - The Split-Attention Principle in Multimedia Learning

from Part IV - Principles for Reducing Extraneous Processing in Multimedia Learning

Published online by Cambridge University Press:  19 November 2021

By
Paul Ayres  and
John Sweller
Edited by
Richard E. Mayer  and
Logan Fiorella
Richard E. Mayer
Affiliation:
University of California, Santa Barbara
Logan Fiorella
Affiliation:
University of Georgia
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Summary

The split-attention principle states that when designing instruction, including multimedia instruction, it is important to avoid materials that require learners to split their attention between multiple sources of information. Instead, materials should be formatted so that disparate sources of information are physically and temporally integrated, thus obviating the need for learners to engage in mental integration. By eliminating the need to mentally integrate multiple sources of information, extraneous cognitive load is reduced, freeing resources for learning (germane cognitive load). This chapter provides the theoretical rationale, based on cognitive load theory, for the split-attention principle, and describes the major experiments that establish the validity of the principle, identifies the conditions under which it is most likely to occur, and indicates the instructional design implications when dealing with multimedia materials.

Keywords

split-attention principleextraneous cognitive loadgermane cognitive loadcognitive load theorymultiple sources
Type
Chapter
Information
The Cambridge Handbook of Multimedia Learning , pp. 199 - 211
Publisher: Cambridge University Press
Print publication year: 2021

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