Special Issue Article
Managing One's Own Cognitive Load when Evidence of Split Attention is Present
Article first published online: 28 NOV 2012
Copyright © 2012 John Wiley & Sons, Ltd.
Applied Cognitive Psychology
Special Issue: New Directions and Challenges to Cognitive Load Theory
Volume 26, Issue 6, pages 878–886, November/December 2012
How to Cite
Roodenrys, K., Agostinho, S., Roodenrys, S. and Chandler, P. (2012), Managing One's Own Cognitive Load when Evidence of Split Attention is Present. Appl. Cognit. Psychol., 26: 878–886. doi: 10.1002/acp.2889
- Issue published online: 28 NOV 2012
- Article first published online: 28 NOV 2012
There is an increasing expectation in tertiary education that students take control of their own learning, experience independence and manage their own cognition. This research sought to investigate techniques for university students to manage their own cognitive load. This paper presents two experiments conducted with postgraduate university students enrolled in an educational psychology subject in an Australian university. A total of 86 students participated in Experiment 1 and 85 in Experiment 2. The results of both experiments show that it is possible to instruct students on how to self-manage split attention. Furthermore, the findings from Experiment 2 show that students can transfer skills of split-attention management when provided with new instructional materials. The implications for this unique direction of cognitive load theory research are discussed. Copyright © 2012 John Wiley & Sons, Ltd.