Abstract
This study investigated whether design guidelines for computer-based learning can be applied to computer-based testing (CBT). 22 students completed a CBT-exam with half of the questions presented in a split-screen format and half in an integrated format. Results show that students attended to all information in the integrated format while ignoring information in the split-format. Interestingly, they worked more efficiently in the split-format. A content analysis of the ignored information revealed that it was mostly not directly relevant to answering the questions and thus unnecessarily taxed students’ mental effort. Consequences of these findings on CBT-design are discussed.
| Original language | English |
|---|---|
| Number of pages | 3 |
| Publication status | Published - 1 Sept 2012 |
| Event | SIG 6 & 7 "Instructional Design" and "Learning and Instruction with Computers" : Instructional Design for Advancing Learning in a Networked Society - University of Bari, Bari, Italy Duration: 11 Sept 2012 → 13 Sept 2012 |
Other
| Other | SIG 6 & 7 "Instructional Design" and "Learning and Instruction with Computers" |
|---|---|
| Country/Territory | Italy |
| City | Bari |
| Period | 11/09/12 → 13/09/12 |
Keywords
- split-attention
- computer-based testing
- eye tracking