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.
|Number of pages||3|
|Publication status||Published - 1 Sep 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 Sep 2012 → 13 Sep 2012
|Other||SIG 6 & 7 "Instructional Design" and "Learning and Instruction with Computers"|
|Period||11/09/12 → 13/09/12|
- computer-based testing
- eye tracking
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.