Instructional design complexity and pop-up notification interference: effects on attention allocation and information retention in virtual classrooms.

ABSTRACT: The growing prevalence of virtual multimedia learning environments raises questions about how instructional complexity and environmental interference jointly shape learning. This study examines the independent and interactive effects of instructional design complexity (IDC) and pop-up notification interference (PNI) on attention allocation and information retention. IDC was manipulated through instructional design, using streamlined layouts with concise text (low complexity) versus fragmented layouts with redundant on-screen text and background audio (high complexity). PNI (external-to-material) was manipulated through the presence or absence of periodic, task-irrelevant pop-up notifications. Drawing on Cognitive Load Theory (CLT), the Limited Capacity Model of Mediated Message Processing

SUBMITTER: Wang Y 

PROVIDER: S-EPMC12646897 | biostudies-literature | 2025

REPOSITORIES: biostudies-literature