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

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

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    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
    Publication statusPublished - 21 Jun 2012
    EventOnderwijs Research Dagen 2012: Ecologisch leren - Wageningen University, Wageningen , Netherlands
    Duration: 20 Jun 201222 Jun 2012
    Conference number: 42


    ConferenceOnderwijs Research Dagen 2012
    Abbreviated titleORD 2012
    Internet address


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


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