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Related Experiment Video

Updated: Jul 10, 2026

Methods to Test Visual Attention Online
09:44

Methods to Test Visual Attention Online

Published on: February 19, 2015

11.9K

Online Learning Challenges and Strategies: Visual Fatigue and Split Visual Attention.

Pamela Luft, Charlotte Brochu

    American Annals of the Deaf
    |April 8, 2024
    PubMed
    Summary

    Online learning presents split attention challenges for deaf and hard of hearing (DHH) individuals. Strategies are needed to improve equitable access to multimedia content for DHH learners.

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    Area of Science:

    • Education Technology
    • Accessibility Studies
    • Cognitive Psychology

    Background:

    • Online learning environments pose significant challenges for deaf and hard of hearing (DHH) individuals.
    • Split attention, the cognitive load from processing multiple simultaneous stimuli, is a major barrier in multimedia-rich online instruction.
    • DHH learners experience heightened split attention issues when auditory information is presented visually alongside other visual content.

    Purpose of the Study:

    • To identify and address the split attention problem faced by DHH individuals in online learning.
    • To explore strategies for creating more equitable access to instructional content for DHH learners.
    • To mitigate the increased cognitive load and fatigue associated with split attention in digital learning environments.

    Main Methods:

    • Analysis of cognitive load theory in relation to split attention.
    • Review of multimedia learning principles and their application to DHH accessibility.
    • Identification of common challenges in online learning platforms for DHH students.

    Main Results:

    • Split attention in online learning forces DHH individuals to choose between visual or auditory stimuli, hindering comprehension.
    • Simultaneous visual stimuli, such as text, images, and video, exacerbate cognitive load and visual fatigue.
    • Note-taking further increases the demand on attentional resources for DHH learners.

    Conclusions:

    • Effective online learning for DHH individuals requires addressing the split attention deficit.
    • Strategies to reduce simultaneous visual demands are crucial for improving learning outcomes.
    • Further research should focus on developing and evaluating specific interventions to support DHH learners in online environments.