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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Journal ArticleDOI
Investigating the Effects of Modality and Multimedia on the Learning Performance of College Students with Dyslexia.
Jiahui Wang,Kara Dawson,Kendra Saunders,Albert D. Ritzhaupt,Pavlo "Pasha" Antonenko,Linda J. Lombardino,Andreas Keil,Nihan Agacli-Dogan,Wenjing Luo,Li Cheng,Robert O. Davis +10 more
TL;DR: There has been a lack of research on how people with individual differences learn with multimedia materials, in particular with regard to individuals with dyslexia as mentioned in this paper, which is a learning disabilit...
Proceedings ArticleDOI
Using 3-D Animation in Multimedia Learning for Memory Management Concepts
TL;DR: A multimedia learning aid using 3-Dimensional animation is presented to help students learn with interest and more clarity in order to grasp the information on the topic of memory management.
Dissertation
Enhancing student learning journeys with semantically annotated content
TL;DR: In this paper, the authors present a review of literature review, background and motivation, thesis overview, literature review and thesis literature review with a focus on the literature review.
Book ChapterDOI
Cognitive Architecture and Instructional Design in a Multimedia Context
TL;DR: This chapter will analyse human cognitive architecture within an evolutionary framework that can be used as a base for cognitive load theory that uses human Cognitive architecture to provide testable hypotheses concerning instructional design issues.
Book ChapterDOI
Fostering Transfer in Multimedia Instructional Environments
TL;DR: This chapter is to provide a review of the current state of the transfer literature, provide a synthesis of the existing literature on the evidence for transfer in multimedia instructional environments, and provide a series of strategies for constructing and using multimedia for the purpose of fostering transfer.
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.