Standard

Investigating the split-attention effect in computer-based assessment : Spatial integration and interactive signaling approaches. / Moon, Jung Aa; Lindner, Marlit Annalena; Arslan, Burcu et al.

In: Educational Measurement: Issues and Practice, Vol. 41, No. 2, 06.2022, p. 90-117.

Research output: Contribution to journalJournal articleResearchpeer-review

Harvard

Moon, JA, Lindner, MA, Arslan, B & Keehner, M 2022, 'Investigating the split-attention effect in computer-based assessment: Spatial integration and interactive signaling approaches', Educational Measurement: Issues and Practice, vol. 41, no. 2, pp. 90-117. https://doi.org/10.1111/emip.12485

APA

Vancouver

Author

Moon, Jung Aa ; Lindner, Marlit Annalena ; Arslan, Burcu et al. / Investigating the split-attention effect in computer-based assessment : Spatial integration and interactive signaling approaches. In: Educational Measurement: Issues and Practice. 2022 ; Vol. 41, No. 2. pp. 90-117.

BibTeX

@article{83cc922876b743119141c90a7e72a9aa,
title = "Investigating the split-attention effect in computer-based assessment: Spatial integration and interactive signaling approaches",
abstract = "Many test items use both an image and text, but present them in a spatially separate manner. This format could potentially cause a split-attention effect in which the test taker's cognitive load is increased by having to split attention between the image and text, while mentally integrating the two sources of information. We investigated the split-attention effect in computer-based assessment by implementing: (a) spatial integration which embeds text information into a diagram as labels, and (b) interactive signaling which highlights a segment of a diagram when test takers hover their mouse over an answer option that refers to the relevant segment. Adult participants solved computer-based geometry items in which spatial integration was used as a within-subject variable and interactive signaling was used as a between-subject variable. The main findings showed that, compared with the nonintegrated and nonsignaled items, (a) spatial integration significantly increased item-solving efficiency indicated by reduced time on task, especially for test takers who had higher prior knowledge, and (b) interactive signaling increased item-solving efficiency only in the spatially integrated items. The current findings suggest that applying multimedia design principles for reducing split-attention to test item design could potentially reduce test takers{\textquoteright} construct-irrelevant cognitive load in computer-based assessment.",
keywords = "cognitive load, computer-based testing, signaling, spatial integration, split-attention",
author = "Moon, {Jung Aa} and Lindner, {Marlit Annalena} and Burcu Arslan and Madeleine Keehner",
year = "2022",
month = jun,
doi = "10.1111/emip.12485",
language = "English",
volume = "41",
pages = "90--117",
journal = "Educational Measurement: Issues and Practice",
issn = "1745-3992",
publisher = "Wiley-Blackwell",
number = "2",

}

RIS

TY - JOUR

T1 - Investigating the split-attention effect in computer-based assessment

T2 - Spatial integration and interactive signaling approaches

AU - Moon, Jung Aa

AU - Lindner, Marlit Annalena

AU - Arslan, Burcu

AU - Keehner, Madeleine

PY - 2022/6

Y1 - 2022/6

N2 - Many test items use both an image and text, but present them in a spatially separate manner. This format could potentially cause a split-attention effect in which the test taker's cognitive load is increased by having to split attention between the image and text, while mentally integrating the two sources of information. We investigated the split-attention effect in computer-based assessment by implementing: (a) spatial integration which embeds text information into a diagram as labels, and (b) interactive signaling which highlights a segment of a diagram when test takers hover their mouse over an answer option that refers to the relevant segment. Adult participants solved computer-based geometry items in which spatial integration was used as a within-subject variable and interactive signaling was used as a between-subject variable. The main findings showed that, compared with the nonintegrated and nonsignaled items, (a) spatial integration significantly increased item-solving efficiency indicated by reduced time on task, especially for test takers who had higher prior knowledge, and (b) interactive signaling increased item-solving efficiency only in the spatially integrated items. The current findings suggest that applying multimedia design principles for reducing split-attention to test item design could potentially reduce test takers’ construct-irrelevant cognitive load in computer-based assessment.

AB - Many test items use both an image and text, but present them in a spatially separate manner. This format could potentially cause a split-attention effect in which the test taker's cognitive load is increased by having to split attention between the image and text, while mentally integrating the two sources of information. We investigated the split-attention effect in computer-based assessment by implementing: (a) spatial integration which embeds text information into a diagram as labels, and (b) interactive signaling which highlights a segment of a diagram when test takers hover their mouse over an answer option that refers to the relevant segment. Adult participants solved computer-based geometry items in which spatial integration was used as a within-subject variable and interactive signaling was used as a between-subject variable. The main findings showed that, compared with the nonintegrated and nonsignaled items, (a) spatial integration significantly increased item-solving efficiency indicated by reduced time on task, especially for test takers who had higher prior knowledge, and (b) interactive signaling increased item-solving efficiency only in the spatially integrated items. The current findings suggest that applying multimedia design principles for reducing split-attention to test item design could potentially reduce test takers’ construct-irrelevant cognitive load in computer-based assessment.

KW - cognitive load

KW - computer-based testing

KW - signaling

KW - spatial integration

KW - split-attention

U2 - 10.1111/emip.12485

DO - 10.1111/emip.12485

M3 - Journal article

VL - 41

SP - 90

EP - 117

JO - Educational Measurement: Issues and Practice

JF - Educational Measurement: Issues and Practice

SN - 1745-3992

IS - 2

ER -

ID: 1749438