Does presentation size of instructional materials influence the split‐attention effect?

Abstract

AbstractThe split‐attention effect posits that learning outcomes are negatively impacted when interrelated text and graphics are spatially segregated rather than cohesively integrated. This study explored how the instructional material's presentation size influences the manifestation of the split‐attention effect. Based on cognitive load theory and perceptual load theory, we hypothesized that elevated information density in a compact presentation format would attenuate the advantage of integrated text and graphics, thereby diminishing the salience of the split‐attention effect relative to a more expansive presentation size. University students (n = 146) studied a split‐attention format or integrated format in either large or small presentation size. Results on retention and comprehension tests and extraneous cognitive load ratings revealed no effects of instructional format, presentation size or their interaction. The present results call for a more nuanced understanding of the split‐attention effect and suggest additional research to explore its cognitive foundations.