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

By Gabriele Cierniak, Katharina Scheiter, Peter Gerjets. Computers in Human Behavior, 2009

429 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/ac800b7b6b3a9109ec7817e1e50b92602ed88276

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Artificial Intelligence

1. Fred Paas
2. Tamara van Gog
3. J. V. van Merriënboer
4. Slava Kalyuga
5. John Sweller
6. C. V. D. van der Vleuten
7. R. Gilabert
8. Marije C Michel

In Developmental and Educational Psychology

1. Fred Paas
2. Tamara van Gog
3. J. V. van Merriënboer
4. John Sweller
5. Slava Kalyuga
6. C. V. D. van der Vleuten
7. Jimmie Leppink
8. Marije C Michel

In Experimental and Cognitive Psychology

1. Fred Paas
2. Tamara van Gog
3. J. V. van Merriënboer
4. John Sweller
5. Slava Kalyuga
6. C. V. D. van der Vleuten
7. Jimmie Leppink
8. Alexander Renkl

Citations in the corpus

• Cognitive Load Theory: How Many Types of Load Does It Really Need? (2011, methodology): “Based on the analysis of their results, Cierniak et al .( 2009) noted positive correlations between the ratings for different scales, indicating that they might have measured similar rather than different types of load.”
• Two Meta-analyses Exploring the Relationship between Teacher Clarity and Student Learning (2015, background): “For instance, a study by Cierniak, Scheiter, and Gerjets (2009) explored whether use of complex or simple visual graphics, similar to PowerPoint, could trigger a split-attention effect for learners.”
• Development of an instrument for measuring different types of cognitive load (2013, methodology): “…categories in the item typically varies (see also Van Gog & Paas, 2008) and can be five (e.g., Camp, Paas, Rikers, & Van Merriënboer, 2001; Salden, Paas, Broers, & Van Merriënboer, 2004), six (e.g., Cierniak et al., 2009), seven (e.g., Ayres, 2006), or nine (e.g., Eysink et al., 2009; Paas, 1992).”
• MEASURING COGNITIVE TASK DEMANDS USING DUAL-TASK METHODOLOGY, SUBJECTIVE SELF-RATINGS, AND EXPERT JUDGMENTS (2015, background): “The secondary task involved, following Cierniak et al. ( 2009 ), the color of the computer background screen changing to red or green at random intervals.”