Abstract:
When students are required to learn a new computer application program, frequently they are required to split their attention between material in a manual and material on the screen because neither is self-contained. Previous work has indicated that split-attention can interfere with learning because the need to mentally integrate material imposes an extraneous cognitive load.
Alternatively, even if the screen-based material is self-contained, the material of a redundant manual, if processed by learners, also can impose an extraneous cognitive load. Under these circumstances, learning may be facilitated by the use of self-contained, screen-based material alone. A windows oriented, computer-based training software package with an integrated format, was developed to test these hypotheses. The split-attention effect was investigated by comparing the test outcome of a group of students using the computer-based training software with that of a group using a conventional manual plus the computer software to be learned. The redundancy effect was investigated by comparing a group using the computer-based training software with a group using the same computer-based training software plus a hardcopy of this training software.
It was predicted that the group using the computer-based training software would outperform the other two groups due to the split-attention and redundancy effects. The results of the experiment supported the hypotheses. We concluded that teaching computer software can be facilitated by using self-contained computer-based training software which eliminates the need for a manual.
Alternatively, even if the screen-based material is self-contained, the material of a redundant manual, if processed by learners, also can impose an extraneous cognitive load. Under these circumstances, learning may be facilitated by the use of self-contained, screen-based material alone. A windows oriented, computer-based training software package with an integrated format, was developed to test these hypotheses. The split-attention effect was investigated by comparing the test outcome of a group of students using the computer-based training software with that of a group using a conventional manual plus the computer software to be learned. The redundancy effect was investigated by comparing a group using the computer-based training software with a group using the same computer-based training software plus a hardcopy of this training software.
It was predicted that the group using the computer-based training software would outperform the other two groups due to the split-attention and redundancy effects. The results of the experiment supported the hypotheses. We concluded that teaching computer software can be facilitated by using self-contained computer-based training software which eliminates the need for a manual.