Avoiding split attention in computer-based testing: Is neglecting additional information facilitative?

Halszka Jarodzka, Noortje Janssen, Paul A. Kirschner, Gijsbert Erkens

    Research output: Contribution to conferencePaperAcademic

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    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 languageEnglish
    Number of pages3
    Publication statusPublished - 1 Sep 2012
    EventSIG 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 Sep 201213 Sep 2012

    Other

    OtherSIG 6 & 7 "Instructional Design" and "Learning and Instruction with Computers"
    CountryItaly
    CityBari
    Period11/09/1213/09/12

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    student
    content analysis
    learning

    Keywords

    • split-attention
    • computer-based testing
    • eye tracking

    Cite this

    Jarodzka, H., Janssen, N., Kirschner, P. A., & Erkens, G. (2012). Avoiding split attention in computer-based testing: Is neglecting additional information facilitative?. Paper presented at SIG 6 & 7 "Instructional Design" and "Learning and Instruction with Computers" , Bari, Italy.
    Jarodzka, Halszka ; Janssen, Noortje ; Kirschner, Paul A. ; Erkens, Gijsbert. / Avoiding split attention in computer-based testing: Is neglecting additional information facilitative?. Paper presented at SIG 6 & 7 "Instructional Design" and "Learning and Instruction with Computers" , Bari, Italy.3 p.
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    title = "Avoiding split attention in computer-based testing: Is neglecting additional information facilitative?",
    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.",
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    Jarodzka, H, Janssen, N, Kirschner, PA & Erkens, G 2012, 'Avoiding split attention in computer-based testing: Is neglecting additional information facilitative?' Paper presented at SIG 6 & 7 "Instructional Design" and "Learning and Instruction with Computers" , Bari, Italy, 11/09/12 - 13/09/12, .

    Avoiding split attention in computer-based testing: Is neglecting additional information facilitative? / Jarodzka, Halszka; Janssen, Noortje; Kirschner, Paul A.; Erkens, Gijsbert.

    2012. Paper presented at SIG 6 & 7 "Instructional Design" and "Learning and Instruction with Computers" , Bari, Italy.

    Research output: Contribution to conferencePaperAcademic

    TY - CONF

    T1 - Avoiding split attention in computer-based testing: Is neglecting additional information facilitative?

    AU - Jarodzka, Halszka

    AU - Janssen, Noortje

    AU - Kirschner, Paul A.

    AU - Erkens, Gijsbert

    PY - 2012/9/1

    Y1 - 2012/9/1

    N2 - 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.

    AB - 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.

    KW - split-attention

    KW - computer-based testing

    KW - eye tracking

    M3 - Paper

    ER -

    Jarodzka H, Janssen N, Kirschner PA, Erkens G. Avoiding split attention in computer-based testing: Is neglecting additional information facilitative?. 2012. Paper presented at SIG 6 & 7 "Instructional Design" and "Learning and Instruction with Computers" , Bari, Italy.