I think this will be the last of my problem-solving blogs for a while – it’s a little one about reducing the split-attention-effect.
In this series of blogs, I have suggested strategies to reduce the cognitive load of problems, so that novices can focus attention on the elements you want. This one is about text and diagrams.
From AQA 2016
Because the text is separate from the diagram, and quite wordy, the learner’s attention is split, adding to the cognitive load. This reduces the student’s ability to learn from the experience.
Below, I have adapted the question to minimise the…
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