Premium
Learning from Instructor‐managed and Self‐managed Split‐attention Materials
Author(s) -
Gordon Chloe,
TindallFord Sharon,
Agostinho Shirley,
Paas Fred
Publication year - 2015
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.3159
Subject(s) - psychology , mathematics education
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.Copyright © 2015 John Wiley & Sons, Ltd.