Premium
From the archive: ‘Managing split‐attention and redundancy in multimedia instruction’ by S. Kalyuga, P. Chandler, & J. Sweller (1999). Applied Cognitive Psychology , 13 , 351–371 with commentary
Publication year - 2011
Publication title -
applied cognitive psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.719
H-Index - 100
eISSN - 1099-0720
pISSN - 0888-4080
DOI - 10.1002/acp.1773
Subject(s) - redundancy (engineering) , narrative , psychology , coding (social sciences) , cognition , scopus , cognitive psychology , multimedia , cognitive science , computer science , literature , neuroscience , medline , art , chemistry , biochemistry , statistics , mathematics , operating system
This paper has been cited on over 100 occasions according to both the Web of Science and Scopus, with over 300 citations in Google Scholar. It is significant because it investigated three major effects in multimedia instructional design simultaneously: split‐attention, modality and the redundancy effect. Split‐attention occurs when text and diagrams are separated from each other and the learner is required to integrate the two sources together. Redundancy occurs when the two sources contain overlapping material. The study not only showed that split‐attention could be avoided by modality effects (aligning pictures and spoken narrative) but also by directing the learner's attention through colour coding techniques. Interactions with redundancy were also identified. These findings influenced both instructional designers and researchers in the decade that followed.