Finger pointing to support learning from split-attention examples

We investigated whether finger pointing is an effective cognitive-load self-management strategy to mitigate the split-attention effect during learning. This holds that learning from examples consisting of spatially separated, but mutually referring text and picture, less than equivalent integrated sources. One-hundred-and-twenty-nine undergraduates studied a picture with accompanying about nephron in between-subjects design factors use (pointing vs. no pointing) instructional format (split-attention integrated). The was confirmed by results on comprehension test combined measure effort performance (i.e. efficiency). However, evidence for benefits only found retention not cognitive load ratings) participants who learned example example). Replications are invited examine as strategy.