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The Split Attention Effect on Learning Outcomes in a Multimedia Learning Environment

By Yousra Rajabalee, Mohammad Issack Santally and Dorothy Cooshna-Naik.

Published by The Learning Collection

The split-attention principle states that, when designing instruction, including multimedia instruction, it is important to avoid formats that require learners to split their attention between, and mentally integrate, multiple sources of information that are separate in temporal or physical dimensions/locations (Mayer 2001). This paper investigates the effects on students’ understanding and performance by comparing the learning outcomes of students who learned from animation with text and narration that work simultaneously with the learning outcomes of those who learned from animation with on-screen text that appears at the bottom of the screen or at the opposite side of the animation and also compared them with the learning outcomes of those who learned from animation and on-screen text that appear successively after the animation, in a split-attention effect environment.

The International Journal of Learning, Volume 18, Issue 9, pp.257-278. Article: Print (Spiral Bound). Article: Electronic (PDF File; 1.227MB).

Yousra Rajabalee

Research Assistant, Virtual Centre for Innovative Learning Technologies (VCILT), University of Mauritius, Reduit, Mauritius

Dr Mohammad Issack Santally

Senior Lecturer, Virtual Centre for Innovative Learning Technologies (VCILT), University of Mauritius, Reduit, Mauritius

Dorothy Cooshna-Naik

Lecturer in Visual Communication, Virtual Centre for Innovative Learning Technologies (VCILT), University of Mauritius, Reduit, Mauritius