Split-screen distraction: the role of extraneous visual demands in learning from video

TL;DR

A study on 'sludge content' videos found that split-screen formats do not significantly affect learning or memory, challenging assumptions about their impact on attention.

Contribution

The study empirically examines the cognitive effects of split-screen 'sludge content' videos on learning and memory.

Findings

Split-screen videos did not impair comprehension or memory compared to single videos.

Self-reported interest was slightly higher for non-split-screen videos, but attention and cognitive load were unaffected.

Results suggest viewers adapt well to split-screen visual input without significant learning costs.

Abstract

A genre of online videos known as “sludge content” has recently surged in popularity. These videos typically present two clips simultaneously, with one primary and one muted secondary video, creating an intentionally overstimulating viewing experience. Given the reliance on overstimulation and the inherent multitasking demands, these videos raise questions relevant to theories of multimedia learning and cognitive load. Inspired by this content format, a series of within-person studies was conducted to test whether simultaneous split-screen videos lead to changes in comprehension and memory. Two preregistered within-person studies (NStudy 1 = 75, NStudy 2 = 100) were employed to examine whether simultaneous split-screen presentations impaired comprehension or memory. Contrary to predictions, no strong evidence that simultaneous video presentation affected memory was found. Limited self-reported differences in interest with higher interest reported for non-split-screen videos were found in Study 2, but no differences in attention difficulty or cognitive load. These findings suggest that viewers may adapt to extraneous split-screen visual input more effectively than commonly assumed.

Social media platforms such as TikTok, Instagram, and YouTube have popularized a type of split-screen video known as “sludge content.” Sludge content consists of two videos stitched together to play simultaneously (i.e., split-screen). Typically, a primary educational or narrative video plays alongside a muted secondary video that is engaging but unrelated (e.g., footage of videogames or dominos falling over). Many viewers and commentators worry that this split-screen video format may harm attention and comprehension as a result of multitasking. Others have argued that the added stimulation could help sustain focus and benefit memory. Two controlled experiments were used to test whether the presence of a secondary video influenced learning from educational material. No evidence was found that sludge content reduced comprehension. Neither did the sludge content enhance memory for the main video. Rather, performance was approximately the same between the normal single video and split-screen “sludge” presentations. Furthermore, the sludge content did not consistently alter the viewers’ self-reported attention, interest, or perceived mental load. These results challenge the assumption that highly stimulating media necessarily harm learning and highlight the importance of empirically examining the influence of multimedia design features on cognition in contemporary digital environments.

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