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ERIC Number: EJ930239
Record Type: Journal
Publication Date: 2011
Pages: 13
Abstractor: As Provided
Reference Count: 42
ISSN: ISSN-1436-4522
A Comparison of Single- and Dual-Screen Environment in Programming Language: Cognitive Loads and Learning Effects
Chang, Ting-Wen; Hsu, Jenq-Muh; Yu, Pao-Ta
Educational Technology & Society, v14 n2 p188-200 2011
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.)
International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A