PhD defence S. (Sharon) Zhang

Summary:

Split-attention examples are instructional materials consisting of spatially separated, mutually referring information sources such as a text and picture, which are both needed for understanding (Ayres & Sweller, 2014; Tarmizi & Sweller, 1988). To learn from split-attention examples learners have to invest cognitive effort to search-and-match the corresponding textual and pictorial information. Based on Cognitive Load Theory (CLT, Sweller et al., 1998, 2019), these search-and-match processes require considerable working memory resources and create high extraneous cognitive load. Split-attention examples are therefore considered to be an ineffective form of instruction. Replacing the split-attention examples with integrated examples, in which text and picture are presented closely together, is a widely acknowledged solution as abundant evidence showed that integrated examples result in lower cognitive load and higher learning outcomes (Ayres & Sweller, 2014; Schroeder & Cenkci, 2018; Sweller et al., 2019). However, split-attention examples still make up for a large number of instructional materials in current learning settings. Therefore, there is a need for alternative solutions to effectively learn from split-attention examples. Recent CLT developments on self-management of cognitive load provide a promising direction. Selfmanagement of cognitive load refers to the process that a learner can effectively manage their cognitive process by utilizing proper strategies when facing non-optimally designed instructional materials (Castro-Alonso et al., 2021; Roodenrys et al., 2012; Sweller et al., 2019). The research presented in this dissertation focused on examining the potential of different forms of pointing as a self-management strategy when dealing with split-attention examples.