| Sumario: | Background: Learning to use software using screencast videos with worked examples in the corresponding practice files presents a classic split‐attention problem that requires learners to mentally integrate information from the video with a target application. While there is evidence that splitting attention either temporally or spatially adversely impacts learning, it is unclear if there is a meaningful difference in the load imposed by splitting attention in different ways. Furthermore, while much is known about effective screencast design, little is known about how learning environment features, such as the monitor configuration, influence learning from this form of instruction. Objective: An experiment was conducted with 42 novice learners to compare the effects of two common monitor configurations that divided attention differently on three physiological measures of cognitive load. Methods: Effects due to the monitor setup were assessed using a 2 × 2 study design that controlled for task order and working memory capacity. In one condition, subjects split attention temporally by toggling back and forth between the video and target application on one monitor. In contrast, the other condition required subjects to split attention spatially by shifting their gaze between the video and target application displayed on two side‐by‐side monitors. Results and Conclusions: Results indicated that cognitive load as measured through task‐evoked pupil response was significantly higher, p < 0.05, for groups with two monitors during both instruction and testing, even after controlling for working memory capacity. Lay Description: What is currently known about the subject matter: Splitting attention between information sources negatively impacts learningInstructional media that splits attention temporally or spatially increases cognitive loadEnvironmental factors such as monitor configuration also contribute to cognitive loadPrior research suggests integrating the mutually referring information sources What the paper adds: Compares cognitive load in two monitor configurations designed to split attention differently – temporally and spatiallyCognitive load increased when attention was split spatially across two monitors during an encoding phaseCognitive load also increased when attention was split spatially across two monitors during a retrieval phaseWorking memory capacity did not explain variances in cognitive load Implications for practice: To reduce cognitive load, learners should consider working on one monitor while engaging with screencast software tutorials and the related practice filesFocus on studying worked examples in the video before attempting to replicate them in the practice filesWhen designing instructional videos, structure opportunities to practice closest to the point where they are taught in the video to avoid added cognitive load
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