The "Split-Attention Effect" is a cognitive phenomenon in instructional design whereby learners experience increased extraneous cognitive load due to the necessity of mentally integrating multiple sources of information that are physically separated, thus impeding learning efficiency.
104
Publications
11.9K
Citations
279
Authors
128
Institutions
Publications per year
2017–2026
33
Parents
Publications
104
1–5 of 104
Authors
279
- MN
9
h-index
- JS
8
h-index
- FI
7
h-index
- FP
6
h-index
- PC
5
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1–5 of 279
Institutions
128
University of Wollongong
Wollongong, Australia
7 h-index
18 publications
894 citations
Erasmus University Rotterdam
Rotterdam, The Netherlands
6 h-index
15 publications
612 citations
UNSW Sydney
Sydney, Australia
5 h-index
12 publications
5.3K citations
University of Toronto
Toronto, Canada
4 h-index
6 publications
789 citations
University of Missouri
Columbia, United States
3 h-index
4 publications
171 citations
Ben-Gurion University of the Negev
Beersheba, Israel
3 h-index
5 publications
688 citations
University of Kaiserslautern
Kaiserslautern, Germany
2 h-index
10 publications
580 citations
University of Education Freiburg
Freiburg, Germany
2 h-index
3 publications
323 citations
1–8 of 128
Venues
- Journal of Educational Psychology
7 publications · 2.6K citations
7
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- Memory & Cognition
7 publications · 451 citations
7
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- Journal of Experimental Psychology Learning Memory and Cognition
6 publications · 411 citations
6
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- Applied Cognitive Psychology
ACP · 7 publications · 1.1K citations
6
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- Computers in Human Behavior
4 publications · 470 citations
4
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1–5