Split Attention Principle in Multimedia Learning

Mayer, R.E. (Ed.) (2005). Cambridge Handbook of Multimedia Learning. New York: Cambridge. [Chapters 8]
Split Attention Principle in Multimedia Learning, Ayres and Sweller


Split attention occurs when learners need to split their  attention between multiple sources physically and temporally. The need for mentally integrating the multiple sources of information causes increase in extraneous cognitive load.
The learner searched for referents in multiple sources, which results in high extraneous load. 
To avoid, physically integration the sources of information is necessary. 


Research on split attention:
 Sweller and Cooper (1987, 1985) on mathematical domain
 Tarmizi and Sweller (1988) on learning geometry, e.g., angles written on the geometrical shape
 Sweller, Chandler. Tierney and Cooper (1990) coordinate geometry
 Chandler and Sweller (1991) on electrical circuits
 Mayer (1989) on multimedia: illustrations and text
 Mayer (2001): spatial contiguity principle: students learn better when words and pictures are presented near   rather than far from each other on the page or screen
 Mayer (2001): temporal contiguity principle: students learn better when words and pictures are presented simultaneously rather than succesively


Implications for Instructional design:
The split attention principle only applies
1-  when multiple sources of information are unintelligible in isolation -- no redundancy
2-  to high element interactivity material (high intrinsic load - complex material not simple material)
3-  whether sources of information are intelligible in isolation and whether the information is high on intrinsic load  doesn't only depend on instruction material but also the learner characteristic.