You are here:

A Comparison of Single- and Dual-Screen Environment in Programming Language: Cognitive Loads and Learning Effects
ARTICLE

, ,

Journal of Educational Technology & Society Volume 14, Number 2, ISSN 1176-3647 e-ISSN 1176-3647

Abstract

A learning environment having more than one screen enables users to display and compare various sources of learning information with two adjacent screens illustrating the development of interrelated concepts and showing their relationships. This proposed technique could provide higher quality resources for learners by addressing physical and psychological factors. However, attention is a limited mental resource meaning that humans cannot always focus on simultaneous presentations of information. Cognitive load in humans may become profoundly heavy while processing rich information from multiple sources simultaneously. Therefore, the aim of this study is to investigate the split-attention effect, worked examples effect, and learning achievement of using single- and dual-screen learning environments in a programming language course. Results of this study showed significant differences of two learning effects and learning achievement of learners between two learning environments. To conclude, this study may provide evidence toward explaining the influences of split attention of learners and their learning with worked examples and the effects of learning in a dual-screen environment, as well as in providing users with another suggestion for using two adjacent screens in teaching and learning. (Contains 2 tables and 6 figures.)

Citation

Chang, T.W., Hsu, J.M. & Yu, P.T. (2011). A Comparison of Single- and Dual-Screen Environment in Programming Language: Cognitive Loads and Learning Effects. Journal of Educational Technology & Society, 14(2), 188-200. Retrieved June 27, 2019 from .

This record was imported from ERIC on April 19, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords