Computers in Human Behavior, Volume 25, Issue 6, November 2009, Pages 1355–1366
Authors: Charoula Angeli, Nicos Valanides, Paul Kirschner

Main point:

Experiment (n=101 teachers). Two groups: information presented in split-format and in integrated-format. Authors found interaction between type of instructional materials and FD/I in terms of students’ problem-solving performance, while the interaction effects between type of instructional materials and students’ FD/I in terms of students’ cognitive load and time spent on task were not. It means that the cognitive load and split-attention effect are equal to everybody, regardless to the FD/I

My thoughts: It seems to be OK to measure cognitive load with self reports since there is no better tool so far. Field independent learners always do better. How about the attention? It may be that although FI and FD use the same time for completing a task, the quality of the time is not the same. FD’s attention may be disturbed.