Abstract
For the learning process with multimedia contents the split-attention effect postulates that learning results are better the higher the spatial proximity of text and picture elements is. This article shows that by the use of an artificially generated relationship between texts and pictures which are far away (according to the new principles of grouping by Palmer[1]), it is possible to attain learning results which are at least equal. The negative impact of the spatial distance between text and picture elements can therefore be avoided in a different way. So an online survey has been conducted and the data of 869 subjects have been evaluated regarding to their retention and transfer performance.
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Mazarakis, A. (2009). Revisions of the Split-Attention Effect. In: Cress, U., Dimitrova, V., Specht, M. (eds) Learning in the Synergy of Multiple Disciplines. EC-TEL 2009. Lecture Notes in Computer Science, vol 5794. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-04636-0_57
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DOI: https://doi.org/10.1007/978-3-642-04636-0_57
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-642-04635-3
Online ISBN: 978-3-642-04636-0
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