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Split attention effect
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Split attention effect : ウィキペディア英語版
Split attention effect
The split-attention effect is a learning effect inherent within some poorly designed instructional materials. It is apparent when the same modality (e.g. visual) is used for various types of information within the same display. To learn from these materials learners must split their attention between these materials to understand and use the materials provided.
==A visual example of split attention==
Consider the graphic below from Tarmizi and Sweller (1988). They used these graphics to compare the learning that takes place given split attention conditions. Each is a possibility of how one might arrange graphical material within a lesson. Ward and Sweller (1990) advise instructional designers to be careful when they direct a learner's attention. Sweller and his associates found that learners had difficulty following some worked examples if they included diagrams that were separated from their formulas. In several studies and over a variety of experiments, they found that learners using integrated diagrams were better able to process that information, and significantly improved their performance relative to their peers (Ward & Sweller, 1990; Chandler & Sweller, 1991; Chandler & Sweller, 1992).
The split-attention effect is not limited to geometry, Chandler and Sweller (1991) found that this effect extends to a variety of other disciplines and is simply a limitation of human information processing. This overload is the result of high visual cognitive load due to poor instructional design. By simply integrating formulas with diagrams, learners found it easier to integrate and process both forms of visual information and in turn they performed significantly better (Chandler & Sweller, 1991; Chandler & Sweller, 1992).
center
The left example produces split attention, however the right example enhances learning because it guides the learner's attention through the worked example. The split-attention effect is an important form of extraneous cognitive load that instructional designers should avoid.

抄文引用元・出典: フリー百科事典『 ウィキペディア(Wikipedia)
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