Journal ArticleDOI
A Split-Attention Effect in Multimedia Learning: Evidence for Dual Processing Systems in Working Memory
Richard E. Mayer,Roxana Moreno +1 more
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TLDR
This article found that multimedia learners can integrate words and pictures more easily when the words are presented auditorily rather than visually, which is consistent with a dual-processing model of working memory consisting of separate visual and auditory channels.Abstract:
Students viewed a computer-generated animation depicting the process of lightning formation (Experiment 1) or the operation of a car's braking system (Experiment 2). In each experiment, students received either concurrent narration describing the major steps (Group AN) or concurrent on-screen text involving the same words and presentation timing (Group AT). Across both experiments, students in Group AN outperformed students in Group AT in recalling the steps in the process on a retention test, in finding named elements in an illustration on a matching test, and in generating correct solutions to problems on a transfer test. Multimedia learners can integrate words and pictures more easily when the words are presented auditorily rather than visually. This split-attention effect is consistent with a dual-processing model of working memory consisting of separate visual and auditory channels.read more
Citations
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The Promise and Practice of Learner-Generated Drawing: Literature Review and Synthesis
Peggy Van Meter,Joanna K. Garner +1 more
TL;DR: This article explored learner-generated drawing, a strategy in which learners construct representative illustrations in support of learning goals, and proposed a theoretical framework for understanding the drawing strategy by extending R. E. Mayer's (1993) theoretical processes of selection, organization, and integration.
Journal ArticleDOI
Maximizing Constructivist Learning From Multimedia Communications by Minimizing Cognitive Load
TL;DR: This article examined theory-based design principles for promoting constructivist learning in multimedia environments and found that concurrent and successive small bites groups performed significantly better than successive large bites groups on remembering the explanation in words (retention), generating solutions to transfer problems (transfer), and selecting verbal labels for elements in a line drawing.
Journal ArticleDOI
Interrogation of a dynamic visualization during learning
TL;DR: The authors explored approaches used by domain novices to interrogate an interactive animation of a complex dynamic system as they prepared for a subsequent prediction task and found that learners searched the animation in order to learn generalizations upon which to base their predictions.
Journal ArticleDOI
Effects of different video lecture types on sustained attention, emotion, cognitive load, and learning performance
Chih-Ming Chen,Chung-Hsin Wu +1 more
TL;DR: Analysis results indicate that, while the three video lecture types enhance learning performance, learning performance with lecture capture and picture-in-picture types is superior to that associated with the voice-over type.
Journal ArticleDOI
Learner Control, Cognitive Load and Instructional Animation
TL;DR: In this paper, the influence of learner-controlled pacing in educational animation on instructional efficiency was investigated, and three versions of an audio-visual computer animation and a narration-only presentation were used to teach primary school students the determinants of day and night.
References
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Journal ArticleDOI
Cognitive load during problem solving: Effects on learning
TL;DR: It is suggested that a major reason for the ineffectiveness of problem solving as a learning device, is that the cognitive processes required by the two activities overlap insufficiently, and that conventional problem solving in the form of means-ends analysis requires a relatively large amount of cognitive processing capacity which is consequently unavailable for schema acquisition.
Book
Mental Representations: A Dual Coding Approach
TL;DR: This book discussesMeta-Theoretical Issues and Perspectives, a meta-theoreticalPrinciples of Representation, and its Applications, a Practical Guide to Bilingual Cognitive Representation.
Journal ArticleDOI
Dual coding theory and education
James M. Clark,Allan Paivio +1 more
TL;DR: Dual coding theory (DCT) as mentioned in this paper explains human behavior and experience in terms of dynamic associative processes that operate on a rich network of modality-specific verbal and nonverbal representations.
Journal ArticleDOI
Multimedia learning: Are we asking the right questions?
TL;DR: This article found that students who received coordinated presentation of explanations in verbal and visual format (multiple representation group) generated a median of over 75% more creative solutions on problem-solving transfer tests than did those who received verbal explanations alone (single representation group).
Journal ArticleDOI
For whom is a picture worth a thousand words? Extensions of a dual-coding theory of multimedia learning.
Richard E. Mayer,Valerie K. Sims +1 more
TL;DR: In this paper, high and low-spatial ability students viewed a computer-generated animation and listened simultaneously (concurrent group) or successively (successive group) to a narration that explained the workings either of a bicycle tire pump or of the human respiratory system.