No Access for this Proceeding

You came from .

Sorry, it appears you do not have full-text access for this for this proceeding. Read below for access information, or view the abstract

Institutions

If you are accessing the system through an institution or library, find out if they have a subscription to the digital library. If they do, please have them contact us with the IP address for this machine: 38.107.191.91.

Individuals

If you have an individual subscription to the digital library, log in for access to the digital library:

Don't have a subscription?

To See or Not To See: Layout Constraints, the Split Attention Problem and their Implications for the Design of Web Lecture Interfaces

Mertens, R., Friedland, G. & Krüger, M. (2006). To See or Not To See: Layout Constraints, the Split Attention Problem and their Implications for the Design of Web Lecture Interfaces. In T. Reeves & S. Yamashita (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006 (pp. 2937-2943). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/24150.

OpenURL Link Share on Twitter

Conference Information

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2006
Honolulu, Hawaii, USA
October 2006
Thomas Reeves & Shirley Yamashita
AACE

More Information on ELEARN
Table of Contents

Authors

Robert Mertens, Virtual Teaching Support Center (VirtUOS), University of Osnabrück, Germany; Gerald Friedland, Department of Computer Science, Freie Universität Berlin, Germany; Marc Krüger, Research Center L3S, University of Hannover, Germany

Abstract

The split attention problem and its implications for the design of e-Learning material have been subject to a large number of empirical studies. How results of these studies can be applied to the design of web lecture interfaces is, however, still an issue of debate. Findings are at first glance contradictory and it seems that it is impossible to establish a general guideline. This paper analyses a number of studies and shows that different presentation forms such as slide lectures and chalkboard lectures exhibit significant differences which might be the reason for the above mentioned confusion. The paper discusses how these differences affect the reception of web lectures based on these presentation media. It also presents two examples of web lectures interfaces where the layout of the presentation interface has been designed in such a way that several layout-related problems, including split attention, are avoided.