Katharina Scheiter

Explaining the split-attention effect: Is the reduction of extraneous cognitive load accompanied by an increase in germane cognitive load?

The phenomenon that the physical integration of verbal and pictorial information sources, compared to their physical separation, enhances learning is known as the split-attention effect. This paper investigates how the split-attention effect can be best explained against the background of cognitive load theory. In an experimental study, students learned about physiological processes with either an integrated or a split-source format. Secondary task performance was used to measure overall cognitive load, whereas subjective ratings were used to measure intrinsic, extraneous and germane load individually. Learners with split-source format achieved lower learning outcomes, but did not show worse secondary task performance than learners with integrated format. These results contradict the assumption that only an increase in extraneous load for learners with a split-source format mediates the split-attention effect. Mediation analyses of the subjective load ratings revealed that both, extraneous and germane load contributed to the split-attention effect. These results support the assumption that germane load also plays a crucial role in mediating the split-attention effect.

Goal Configurations and Processing Strategies as Moderators Between Instructional Design and Cognitive Load: Evidence From Hypertext-Based Instruction

In this article, we propose some augmentations of cognitive load theory (CLT) inspired by evidence from hypertext-based instruction. In particular, we focus on the role of goal configurations and processing strategies as moderators between instructional design and cognitive load. First, we describe pivotal assumptions of CLT and conceptual shortcomings related to these assumptions. Second, we review evidence from our own hypertext-based research that gives reasons for integrating configurations of teacher goals, learner goals, as well as processing strategies into CLT. These augmentations of CLT are necessary to account for the rather weak relation between instructional design and pattern of cognitive load that shows up in the context of self-controlled learning. CLT, augmented with the notion of learner control, can now better serve as a theoretical foundation for the design of hypertext-based instruction.

Information visualizations for knowledge acquisition: The impact of dimensionality and color coding

Information visualizations - interactive graphical representations of large amounts of abstract data which do not have a natural visual representation - have mainly been used to support information retrieval. This article investigates whether information visualizations are also suitable for fostering knowledge acquisition as well as how information visualizations, from a cognitive perspective, have to be designed to be efficient learning tools. An experimental study provided evidence that information visualizations support knowledge acquisition. In addition, with regard to the appropriate design, the empirical results showed that two-dimensional information visualizations are better suited for supporting processes of knowledge acquisition than three-dimensional ones and that color-coded information visualizations slightly increase performance in a knowledge test compared to monochromatic ones.

The Perceptual Basis of the Modality Effect in Multimedia Learning.

Various studies have demonstrated an advantage of auditory over visual text modality when learning with texts and pictures. To explain this modality effect, two complementary assumptions are proposed by cognitive theories of multimedia learning: first, the visuospatial load hypothesis, which explains the modality effect in terms of visuospatial working memory overload in the visual text condition; and second, the temporal contiguity assumption, according to which the modality effect occurs because solely auditory texts and pictures can be attended to simultaneously. The latter explanation applies only to simultaneous presentation, the former to both simultaneous and sequential presentation. This paper introduces a third explanation, according to which parts of the modality effect are due to early, sensory processes. This account predicts that-for texts longer than one sentence-the modality effect with sequential presentation is restricted to the information presented most recently. Two multimedia experiments tested the influence of text modality across three different conditions: simultaneous presentation of texts and pictures versus sequential presentation versus presentation of text only. Text comprehension and picture recognition served as dependent variables. An advantage for auditory texts was restricted to the most recent text information and occurred under all presentation conditions. With picture recognition, the modality effect was restricted to the simultaneous condition. These findings clearly support the idea that the modality effect can be attributed to early processes in perception and sensory memory rather than to a working memory bottleneck.

The influence of text modality on learning with static and dynamic visualizations

In this study we investigated the influence of text modality on learning with static and dynamic visualizations in a dynamic domain, namely the physical principles underlying fish locomotion. A 2x2-design with type of visualization (static vs. dynamic) and text modality (spoken vs. written) as independent variables was used. Concerning learning outcomes, it was hypothesized that (1) learners presented with dynamic visualizations would outperform learners presented with static visualizations, (2) learners presented with spoken text would outperform learners presented with written text, and (3) an interaction between type of visualization and modality would occur: the superiority of dynamic over static visualizations was expected to be more pronounced for spoken compared to written text. Subjective cognitive load measures were assessed and expected to mirror the aforementioned pattern of learning outcomes in accordance with Cognitive Load Theory (i.e., higher extraneous cognitive load (ECL) related to lower learning outcomes). For transfer tasks, the first two hypotheses could be confirmed. However, there was no interaction. Moreover, ECL was rated higher by subjects when learning with static compared to dynamic visualizations, but there were no differences for ECL with respect to the text modality. The results are discussed within the framework of Cognitive Load Theory.

The role of spatial descriptions in learning from multimedia

In the reported experiment we investigated how spatial information conveyed in an expository text influenced multimedia learning. It was based on a 2x2-design with the degree of spatial information given in the text (high vs. low spatial text) and the presentation format (written text-only vs. written text+animation) as between-subjects factors. As dependent variables learning outcomes as well as self-reported cognitive load were assessed. The results revealed that there was a multimedia effect with regard to learning outcomes only for low spatial text, but not for high spatial text. Moreover, the cognitive load measures showed an overall multimedia effect irrespective of the degree of spatial information conveyed by the text (i.e., higher cognitive load ratings in the text-only conditions). These results can be explained as a special instance of the redundancy effect as well as a consequence of processing interference within visuo-spatial working memory.

Looking my way through the menu: the impact of menu design and multimodal input on gaze-based menu selection

In this paper a study is reported, which investigates the effectiveness of two approaches to improving gaze-based interaction for realistic and complex menu selection tasks. The first approach focuses on identifying menu designs for hierarchical menus that are particularly suitable for gaze-based interaction, whereas the second approach is based on the idea of combining gaze-based interaction with speech as a second input modality. In an experiment with 40 participants the impact of menu design, input device, and navigation complexity on accuracy and completion time in a menu selection task as well as on user satisfaction were investigated. The results concerning both objective task performance and subjective ratings confirmed our expectations in that a semi-circle menu was better suited for gaze-based menu selection than either a linear or a full-circle menu. Contrary to our expectations, an input device solely based on eye gazes turned out to be superior to the combined gaze- and speech-based device. Moreover, the drawbacks of a less suitable menu design (i.e., of a linear menu or a full-circle menu) as well as of the multimodal input device particularly obstructed performance in the case of more complex navigational tasks.

Is spoken text always better? Investigating the modality and redundancy effect with longer text presentation

The reported study investigated the influence of longer text presentation on the modality and the redundancy effect. In particular, the auditory-recency-effect explanation, which predicts that both effects should disappear when longer texts are presented, was tested against the text-processing explanation, which predicts that both effects should even reverse if text-processing strategies can be applied. In Experiment 1, a 2x2 between-subject design with animation presentation (yes vs. no) and text modality (written vs. spoken) was used (N=81). In line with the auditory-recency-effect explanation text modality did not influence learning outcomes. Moreover, animations facilitated transfer performance due to reduced cognitive effort. In Experiment 2, a 2x3 between-subject design with pacing (system-paced vs. learner-paced) and text modality (written vs. spoken vs. written and spoken) was used (N=122). Again, text modality did not influence learning outcomes regardless of whether the learning environment was learner- or system-paced, supporting the auditory-recency-effect explanation. The analysis of log-files, however, indicated that learners within the learner-paced condition with written text replayed the single text segments more often; moreover, replaying segments was positively correlated with learning outcomes. Thus, processing written text more intensively was associated with better learning outcomes, which supports the text-processing explanation.

Examining learning from text and pictures for different task types: Does the multimedia effect differ for conceptual, causal, and procedural tasks?

The multimedia effect (ME) is a well-researched effect in the field of learning and instruction. In this article, two views that explain the ME are compared. The outcome-oriented view focuses on the beneficial effect of text and pictures on mental representations, whereas the process-oriented view focuses on the beneficial effect of text and pictures for information processing. To contrast these views, the ME sizes for different task types were compared (i.e., conceptual, causal, procedural tasks). Whereas the outcome-oriented view predicts no differences in ME size, the process-oriented view predicts that the ME is largest in causal tasks, smaller in procedural tasks, and smallest in conceptual tasks. Sixty-five students learnt with text only or with text and pictures. Task type and information source (i.e., whether the text, picture, or text and picture provided the answer to a post-test question) were varied within subjects. The results showed that, in line with the process-oriented view, the ME was smaller for conceptual tasks than for procedural tasks. Contrary to the expectations, the ME was larger in procedural tasks than in causal tasks. Moreover, the pattern of results varied with information source. Research and practical implications are described, so that pictures can be deployed optimally.

Instruktionale Unterstützung beim Fertigkeitserwerb aus Beispielen in hypertextbasierten Lernumgebungen

Zusammenfassung: Nach Gerjets, Scheiter und Tack (2000, 2003) eignen sich Hypertexte zur Forderung des Fertigkeitserwerbs aus Beispielen. Viele Lernende nutzen dieses didaktische Potenzial jedoch nicht. In drei Experimenten (jeweils N = 80) wurden daher instruktionale Unterstutzungsmethoden zur Kompensation strategischer Defizite untersucht. In Experiment 1 wurde gepruft, ob eine Linearisierung des Lernmaterials durch eine Reduktion von Kontrollanforderungen und eine quantitative Steigerung der Beispielnutzung die Leistung verbessert. In Experiment 2 wurde durch unvollstandige Losungsbeispiele und Feedback versucht, eine qualitativ intensivere Auseinandersetzung mit Beispielen anzuregen und Verstandnisillusionen zu reduzieren. In Experiment 3 wurden Verarbeitungsprompts eingesetzt, um eine intensivere Elaboration der Beziehungen zwischen abstrakter Information und Beispielen zu bewirken. Die Experimente zeigen, dass vor allem Prompts Lernende dazu anregen, die Vorteile von Hypertexten zu nutzen.