Split-attention effects in multimedia learning environments: eye-tracking and EEG analysis
Özet
This study aimed to evaluate the split-attention effect in multimedia learning environments via objective measurements as EEG and eye-tracking. Two different multimedia
learning environments in a focused (integrated) and split-attention (separated) format
were designed. The experimental design method was used. The participants consisted of
44 students divided into two groups for focused attention and split-attention. There were
significant differences between the fixation, brain wave, and retention performance of the
two groups. Fixations of the split-attention group were higher than the focused attention
group. A significant difference was found in the focused attention group in the alpha brain
wave in the frontal region for intra-group comparisons and in the split-attention group in
the beta brain wave in the frontal area for the inter-group comparison. The retention
performance of the focused attention group was higher than the split-attention group.
Accordingly, more cognitive activity emerged in environments where the text was not
integrated into the picture. Additionally, the narration of text instead of printed text is
effective for focusing attention. To prevent the emergence of a split-attention effect, the
text should be integrated into the picture in designs. Due to the split-attention effect, the
eye-tracking and EEG data were different between the groups.
