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Learning from instructor-managed and self-managed split-attention materials

Journal Article


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Abstract


  • Summary: Instructor-managed physical integration of mutually dependent, but spatially separated materials, is an effective way to overcome negative effects of split-attention on learning. This study examined whether teaching students to self-manage split-attention materials would be effective for learning. Seventy-eight primary-school students learned about the water cycle, either by studying split-attention examples, integrated examples or self-managed split-attention examples. It was hypothesised that students who study instructor-integrated materials and students who study self-integrated materials would outperform students who study split-attention materials. The results showed that students learned more from instructor-integrated materials than from split-attention materials, thereby confirming the split-attention effect. The implications for future research on self-management are discussed.

Publication Date


  • 2016

Citation


  • Gordon, C., Tindall-Ford, S., Agostinho, S. & Paas, F. (2016). Learning from instructor-managed and self-managed split-attention materials. Applied Cognitive Psychology, 30 (1), 1-9.

Scopus Eid


  • 2-s2.0-84955178858

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=3190&context=sspapers

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/2189

Has Global Citation Frequency


Number Of Pages


  • 8

Start Page


  • 1

End Page


  • 9

Volume


  • 30

Issue


  • 1

Place Of Publication


  • United Kingdom

Abstract


  • Summary: Instructor-managed physical integration of mutually dependent, but spatially separated materials, is an effective way to overcome negative effects of split-attention on learning. This study examined whether teaching students to self-manage split-attention materials would be effective for learning. Seventy-eight primary-school students learned about the water cycle, either by studying split-attention examples, integrated examples or self-managed split-attention examples. It was hypothesised that students who study instructor-integrated materials and students who study self-integrated materials would outperform students who study split-attention materials. The results showed that students learned more from instructor-integrated materials than from split-attention materials, thereby confirming the split-attention effect. The implications for future research on self-management are discussed.

Publication Date


  • 2016

Citation


  • Gordon, C., Tindall-Ford, S., Agostinho, S. & Paas, F. (2016). Learning from instructor-managed and self-managed split-attention materials. Applied Cognitive Psychology, 30 (1), 1-9.

Scopus Eid


  • 2-s2.0-84955178858

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=3190&context=sspapers

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/2189

Has Global Citation Frequency


Number Of Pages


  • 8

Start Page


  • 1

End Page


  • 9

Volume


  • 30

Issue


  • 1

Place Of Publication


  • United Kingdom