Computers in Human Behavior
Computers in Human Behavior
Training adult novices to use computers: Effects of different types of illustrations
Computers in Human Behavior
Editorial: State of the art research into Cognitive Load Theory
Computers in Human Behavior
An examination of two mental workload measurement approaches to understanding multimedia learning
Computers in Human Behavior
Review: Integrating cognitive load theory and concepts of human-computer interaction
Computers in Human Behavior
The influence of text modality on learning with static and dynamic visualizations
Computers in Human Behavior
Computers in Human Behavior
Cognitive load and usability analysis of R-MAP for the people who are blind or visual impaired
Proceedings of the 29th ACM international conference on Design of communication
Cognitive theory of multimedia learning and learning videos design: the redundancy principle
Proceedings of the 29th ACM international conference on Design of communication
Lost in space? Cognitive fit and cognitive load in 3D virtual environments
Computers in Human Behavior
Adaptive diagrams: Handing control over to the learner to manage split-attention online
Computers & Education
Learning programming via worked-examples: Relation of learning styles to cognitive load
Computers in Human Behavior
Representation sequencing in computer-based engineering education
Computers & Education
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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.