Multimedia Learning
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According to the spatial contiguity principle of multimedia, learning interrelated information should be presented in an integrated instead of in a disconnected way. In this experimental study (80 participants), we examined performance with a troubleshooting task preventing such an integrated design. Instead, we used a display technology enabling a socalled "vexing image presentation", where there is no need for two foci of visual attention. Compared to a classic split screen setup in which participants have to shift their visual focus frequently, troubleshooting performance was superior in the "vexing image" mode. Hence, not the separation of external representations but processes of re-orientation after switching the visual focus seem to be responsible for split attention effects.