Finger pointing to support learning from split-attention examples

Figures & data

Figure 1. Learning Materials Used in This Study Explaining the Structure and Function of The Nephron. (a) Split-Attention Format; (b) Integrated Format.

Table 1. Means (SDs) for English proficiency, prior knowledge rating, OSPAN score, learning outcomes, cognitive load ratings, and instructional efficiency.

		Pointing with integrated format condition	Pointing with split-attention format condition	No pointing with integrated format condition	No pointing with split-attention format condition
		M (SD)	M (SD)	M (SD)	M (SD)
English proficiency		7.75 (0.19)	7.34 (0.22)	7.50 (0.22)	7.70 (0.24)
Prior knowledge rating		1.00 (0.00)	1.06 (0.06)	1.19 (0.11)	1.00 (0.00)
OSPAN score		37.94 (2.69)	39.88 (3.34)	43.53 (2.98)	42.47 (2.80)
Learning outcomes	Retention test	6.31 (2.73)	6.94 (2.02)	6.66 (2.43)	5.37 (2.68)
	Comprehension test	5.72 (2.43)	4.84 (1.89)	6.09 (2.10)	5.30 (2.17)
Task difficulty	Learning task	7.38 (1.07)	6.59 (1.43)	6.69 (1.60)	6.93 (1.20)
	Retention test	6.28 (1.71)	5.78 (1.16)	5.71 (1.63)	6.53 (1.57)
	Comprehension test	7.88 (0.87)	7.68 (1.14)	7.38 (1.16)	7.90 (0.76)
Mental effort	Learning task	6.47 (1.29)	6.28 (1.46)	5.84 (1.50)	6.23 (1.30)
	Retention test	6.28 (1.37)	5.94 (1.50)	5.69 (1.51)	5.87 (1.28)
	Comprehension test	6.16 (1.72)	6.58 (1.26)	6.13 (1.54)	6.40 (1.67)
Instructional efficiency	Retention test	−0.14 (0.97)	0.13 (0.84)	0.27 (0.94)	−0.29 (0.83)
	Comprehension test	−0.06 (0.90)	−0.25 (0.89)	0.38 (0.89)	−0.08 (0.81)

Data availability statement

The materials and the datasets generated and/or analysed for the current study are available from the corresponding author upon request.