How spatial split-attention effects in multimedia relate to cognitive load and visuospatial capabilities

Abstract: The present study investigated firstly how spatial split-attention conditions in multimedia affects cognitive load, and secondly how individual differences in objectspatial imagery styles may affect this interplay. To test this, we included both objective measures (response time) and subjective measures (self-reports) of extraneous cognitive load in four different multimedia learning trials with spatially integrated versus separated multimedia presentations. The sample consisted mostly of university undergraduates. Results for time measurement indicated that spatially integrated formats were largely effective in reducing extraneous load (p = <.001, η2 = .43). It was found in subjective measures that spatial visualizers experienced less extraneous load regardless of condition (p = .042, η2 = .05) and through objective measures that object visualizers displayed more extraneous load in general (p = .032, η2 = .05). The study did not find evidence for interaction effects of object-spatial imagery and spatial distance on cognitive load, which might have been a consequence of limitations onsample size (n = 40) and rough measurements, as there were tendencies in favor of such an effect.