Do Measures of Cognitive Load Explain the Spatial Split-Attention Principle in Multimedia Learning Environments? A Systematic Review

• Published in: Journal of educational psychology 2020-02, Vol.112 (2), p.254-270
• Main Authors: Schroeder, Noah L., Cenkci, Ada T.
• Format: Article
• Language: English
• Subjects: Attention; Cognition & reasoning; Cognitive ability; Cognitive dissonance; Cognitive load; Cognitive Processes; Difficulty Level; Divided Attention; Human Channel Capacity; Instructional Improvement; Learning; Learning Environment; Meta Analysis; Multimedia; Multimedia Instruction; Older people; Pictorial Stimuli; Proximity; Short Term Memory; Spatial Learning; Studies; Systematic review; Visual Stimuli; Vocabulary
• ISSN: 0022-0663; 1939-2176
• DOI: 10.1037/edu0000372

The spatial split-attention principle suggests that presenting related words and pictures spatially close to one another will improve learning compared with a spatially distant design, and two meta-analyses have shown support for the principle. However, it is not clear why the principle occurs. It has been theorized that integrated graphic designs lower the extraneous cognitive load imposed on learners, however, there has not been a systematic review to examine the evidence for this claim. In this study, we systematically review the literature around the spatial split-attention principle in multimedia learning environments to examine if measures of cognitive load support the theoretical prediction. Our analysis of 41 comparisons found that measures of cognitive load largely do not support the extraneous cognitive load explanation, nor did we find compelling evidence that integrated graphic designs significantly influence any measure of cognitive load compared with spatially distant designs. We propose an alternative explanation for the principle in which integrated graphic designs may facilitate the allocation of germane resources and integrative cognitive processing rather than reduce extraneous cognitive load and discuss a theoretical foundation for testing this hypothesis. Educational Impact and Implications Statement Research suggests that relevant words and pictures should be presented near one another or be physically integrated (known as an integrated graphic design) to facilitate learning. It has been hypothesized that this strategy works because it reduces cognitive processing not directly relevant to learning. The authors reviewed the literature and did not find compelling evidence for this explanation. They propose that integrated graphic designs benefit learning because they may help learners engage in cognitive processing essential for learning.