Attention please! Enhanced attention control abilities compensate for instructional impairments in multimedia learning

Attention please! Enhanced attention control abilities compensate for instructional impairments... Learners exposed to multimedia learning contexts have to deal with a variety of visual stimuli, demanding a conducive design of learning material to maintain limitations in attentional resources. Within the current study, effects and constraints arising from two selected impairing features are investigated in more detail within a computer-based learning task on factor analysis. A sample of 53 students received a combination of textual and pictorial elements that explained the topic, while impaired attention was systematically induced in a 2 × 2 factorial between-subjects design by interrupting system-notifications (with vs. without) and seductive text passages (with vs. without). Learners’ ability for controlled attention was assessed with a standardized psychological attention inventory. Approaching the results, learners receiving seductive text passages spent significantly more time on the learning material. In addition, a moderation effect of attention control abilities on the relationship between interruptions and retention performance resulted. Explanations for the obtained findings are discussed referring to mechanisms of compensation, load, and activation. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Computers in Education Springer Journals

Attention please! Enhanced attention control abilities compensate for instructional impairments in multimedia learning

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Publisher
Springer Berlin Heidelberg
Copyright
Copyright © 2018 by Beijing Normal University
Subject
Education; Educational Technology; Computers and Education
ISSN
2197-9987
eISSN
2197-9995
D.O.I.
10.1007/s40692-018-0106-0
Publisher site
See Article on Publisher Site

Abstract

Learners exposed to multimedia learning contexts have to deal with a variety of visual stimuli, demanding a conducive design of learning material to maintain limitations in attentional resources. Within the current study, effects and constraints arising from two selected impairing features are investigated in more detail within a computer-based learning task on factor analysis. A sample of 53 students received a combination of textual and pictorial elements that explained the topic, while impaired attention was systematically induced in a 2 × 2 factorial between-subjects design by interrupting system-notifications (with vs. without) and seductive text passages (with vs. without). Learners’ ability for controlled attention was assessed with a standardized psychological attention inventory. Approaching the results, learners receiving seductive text passages spent significantly more time on the learning material. In addition, a moderation effect of attention control abilities on the relationship between interruptions and retention performance resulted. Explanations for the obtained findings are discussed referring to mechanisms of compensation, load, and activation.

Journal

Journal of Computers in EducationSpringer Journals

Published: May 26, 2018

References

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