INVESTIGATING LEARNERS’ DISTRACTION IN SLIDESHOW-BASED CLASSES: A COGNITIVE LOAD THEORY APPROACH

Abstract: This study attempts to make a connection between learners’ distraction in slideshow classes and cognitive load. Adopting a cognitive load theory approach, it investigates the extent to which flaws in slide design can result in distraction-induced cognitive load. To fulfil this aim, a questionnaire comprising two sections was designed to address a sample of 24 EFL teachers and 57 EFL students from various Algerian universities. To gain a thorough understanding of the phenomenon under investigation, both qualitative and quantitative questions were utilised. The gathered data were analysed using both thematic and descriptive analysis. The results revealed a high potential for the distraction of learners to be a consequence of an elevation in cognitive load. These results necessitate a more explicit implementation of cognitive load theory principles within classes where technological multimedia tools such as slideshows are employed. Keywords: Cognitive load, distraction, slideshow, cognitive load theory.