Abstract
The split-attention effect refers to learning with related representations in multimedia. Spatial proximity and integration of these representations are crucial for learning processes. The influence of varying amounts of proximity between related and unrelated information has not yet been specified. In two experiments (N1 = 98; N2 = 85), spatial proximity between a pictorial presentation and text labels was manipulated (high vs. medium vs. low). Additionally, in experiment 1, a control group with separated picture and text presentation was implemented. The results revealed a significant effect of spatial proximity on learning performance. In contrast to previous studies, the medium condition leads to the highest transfer, and in experiment 2, the highest retention score. These results are interpreted considering cognitive load and instructional efficiency. Findings indicate that transfer efficiency is optimal at a medium distance between representations in experiment 1. Implications regarding the spatial contiguity principle and the spatial contiguity failure are discussed.
Highlights
A look at popular educational material reveals that diverse media are combined to teach a curriculum of learning content
It is difficult to Revising Spatial Proximity give concrete design recommendations because investigations regarding the split-attention effect provide mixed results (Florax and Plötzner, 2010), cannot replicate the split-attention effect (Schmidt-Weigand et al, 2010), or highlight the benefits of a low spatial proximity between representations (Jarodzka et al, 2015)
In line with previous findings regarding the spatial proximity of information in learning media, a medium proximity between information led to higher learning scores than a low proximity between information
Summary
A look at popular educational material reveals that diverse media are combined to teach a curriculum of learning content. Educational videos use a wide spectrum of information sources such as audio comments, textual information, and dynamic visualizations These different representations need to be continuously analyzed and mentally integrated by learners in order to completely understand the learning content (e.g., Chandler and Sweller, 1991). Information processing, integration and in consequence, learning is fostered when related representations are spatially integrated by the designer and/or close to each other (Clark and Mayer, 2008) This split-attention effect is an often-studied phenomenon in multimedia learning (e.g., Chandler and Sweller, 1992; Ginns, 2006; Owens and Sweller, 2008; Florax and Plötzner, 2010). By manipulating spatial distance and integration of text-picture information, the aim of this study is to gain further insights into the emergence, expression, and boundary conditions of the split-attention effect
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