Spatial Contiguity and Cognitive Load in Multimedia Learning

Description

This research project is based on assumptions about cognitive load mediating instructional design effects in multimedia learning. The spatial contiguity of text and corresponding graphic (split-attention effect) as well as individual learner characteristics like prior knowledge (expertise reversal effect) have shown to influence multimedia learning. The Cognitive Load Theory (Sweller, Van Merrienboer & Paas, 1998) and the Cognitive Theory of Multimedia Learning (Mayer, 2003; 2005) offer different explanations on how cognitive load mediates both effects. The project investigates the cognitive load mechanism underlying the split-attention and expertise reversal effect by means of secondary task performance, subjective ratings scales and parameters of viewing behavior.

Publications

• Cierniak, G., Scheiter, K., & Gerjets, P. (2009). Explaining the split-attention effect: Is the reduction of extraneous cognitive load accompanied by an increase in germane cognitive load? Computers in Human Behavior, 25 (2), 315-324.
• Cierniak, G., Scheiter, K., & Gerjets, P. (2009). Expertise reversal in multimedia learning: Subjective load ratings and viewing behavior as cognitive process indicators. In N. A. Taatgen, & H. van Rijn (Eds.), Proceedings of the 31st Annual Conference of the Cognitive Science Society (pp. 1906-1911). Austin, TX: Cognitive Science Society.

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