Computer-based learning of geometry from integrated and split-attention worked examples: the power of self-management

Sharon Tindall-Ford, Shirley Agostinho*, Sahar Bokosmaty, Fred Paas, Paul Chandler

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

21 Citations (Scopus)
25 Downloads (Pure)


This research investigated the viability of learning by self-managing split-attention worked examples as an alternative to learning by studying instructor-managed integrated worked examples. Secondary school students learning properties of angles on parallel lines were taught to integrate spatially separated text and diagrammatic information by using online tools to physically move text to associated parts of a diagram. The moving of text aimed to reduce learners' need to search between text and diagram, freeing cognitive resources for learning and affording learners' control of their learning materials. The main hypotheses that learners who self-manage split-attention worked examples would perform better on test items than learners who study split-attention worked examples, and perform as well as learners who study instructor-managed integrated worked examples were confirmed. Theoretical and practical implications of the results are discussed.

Original languageEnglish
Pages (from-to)89-99
Number of pages11
JournalEducational Technology and Society
Issue number4
Publication statusPublished - Oct 2015
Externally publishedYes

Bibliographical note

Version archived for private and non-commercial use with the permission of the author/s and according to publisher conditions. For further rights please contact the publisher.


  • Cognitive load theory
  • Self-management of split-attention
  • Split-attention
  • Worked examples


Dive into the research topics of 'Computer-based learning of geometry from integrated and split-attention worked examples: the power of self-management'. Together they form a unique fingerprint.

Cite this