Multimedia applications are more effective when learner attention is not split. Split attention occurs when the learner is forced to attend to information that is far apart, such as when content is visually far apart on the screen or if it is presented at two separate points in time. In short, when related content is presented together in time and visually, learning is more effective (Mayer, 2005). When related content is not presented together, learner attention is split and the brain has more work to do to integrate the disparate sources of information. Words and pictures presented simultaneously are more effective than when presented sequentially (Mayer and Sims, 1994). For example, narration and animation presented together are more likely to contribute to student learning than the presentation of narration and then animation (or animation and then narration). Multimedia applications that have text and pictures presented in close proximity (or that may overlap) are more effective than those applications that present text and pictures far apart on the screen. When text is included with video or graphic information, it should be presented in close proximity to the pictures. Learners studying integrated information outperform learners studying the same information where attention is split (Chandler and Sweller, 1991). Integrated formats (e.g., presenting information on a single screen) are preferable to separate media (e.g., presenting information on screen and on a separate sheet of paper).

REFERENCES:

Mayer, R.E. (2005) The Cambridge Handbook of Multimedia Learning. New York: Cambridge University Press.

Chandler, P,andSweller, J. (1991). Cognitive load theory and the format of instruction.Cognition and Instruction, 8, pp.293-332.

Baddeley, A. (1999) Human memory.Boston: Allyn and Bacon.

By: EMMANDA C. CRUZ | Teacher II | Carbon Elementary School | Limay District | Limay, Bataan