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
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Book ChapterDOI
The Effectiveness of Interactivity in Computer-Based Instructional Diagrams
TL;DR: Interaction between a student and instructional diagrams displayed on a computer can be effective in significantly improving understanding of the concepts the diagrams represent over viewing animated or static instructional diagrams, and whether that impact is mediated by the complexity of the mechanical system.
Journal ArticleDOI
The Effects of Multisensory-Based Instruction Combined with Brain-Compatible Environment Techniques on Reading Fluency and Reading Comprehension of Fourth-Grade Students with Dyslexia/Učinci poučavanja utemeljenog na višeosjetilnosti i tehnikama okoline p
TL;DR: The authors examined the effects of multisensory-based instruction combined with brain-compatible environment techniques on reading fluency and comprehension of Arabic 4th grade students with dyslexia.
Multimedia and ADHD Learners: Are Subtitles Beneficial or Detrimental?
David Lewis,Victoria Brown +1 more
TL;DR: In this paper, the authors present the preliminary findings of a pilot study where participants were randomly assigned into one of two groups, those receiving instruction with subtitles (redundant text) and instruction without subtitles.
Still pictures, animations or interactivity – What is more effective for elearning?
TL;DR: A study was undertaken to investigate the most effective design of online chemistry modules for enhancing student learning and addressing misconceptions.
Journal ArticleDOI
Subtitling, Working Memory, and L2 Learning: A Correlational Study
TL;DR: This paper investigated the impact of intralingual and interlingual subtitles on Brazilian English as a Foreign Language (EFL) learners as a result of their processing of a North-American sitcom.
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.