REDUCING COGNITIVE LOAD BY MIXING AUDITORY AND VISUAL PRESENTATION MODES

This article reports findings on the use of a partly auditory and part ly visual mode of presentation for geometry worked examples. The logic was based on the split-attention effect and the effect of presentatio n modality on working memory. The split-attention effect occurs when s tudents must split their attention between multiple sources of informa tion, which results in a heavy cognitive load. Presentation-modality e ffects suggest that working memory has partially independent processor s for handling visual and auditory material. Effective working memory may be increased by presenting material in a mixed rather than a unita ry mode. If so, the negative consequences of split attention in geomet ry might be ameliorated by presenting geometry statements in auditory, rather than visual, form. The results of 6 experiments supported this hypothesis.