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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Dissertation
Hypertextualized Virtual Environments: Dual-Mode User Interface Design
TL;DR: This thesis develops a novel strategy for accessing Hypertextualized Virtual Environments (HiVEs), integrated information spaces where symbolic (hypertext) and visual data are simultaneously available and linked (e.g., 3D content on the Web).
Student recognition of visual affordances: supporting use of physics simulations in whole class and small group settings
John J. Clement,A. Lynn Stephens +1 more
TL;DR: Analysis of student interactions with simulations, and teacher support of those interactions, within naturalistic high school physics classroom settings suggest that there may exist whole class teaching strategies for promoting at least some of the active thinking and exploration that has been considered to be the strength of small group work.
Journal ArticleDOI
Effectiveness of force dynamic explanations of English causative verbs and the role of imagery
TL;DR: The authors examined the effectiveness of a CL-based force dynamic (FD) lesson relative to a more conventional approach that seeks to convey the target semantics through corresponding L1 forms and found no significant differences between the groups.
Journal ArticleDOI
An empirical investigation of parent-child shared reading of digital personalized books
Natalia Kucirkova,Natalia Kucirkova,Merideth Gattis,Thomas P Spargo,Beatriz Seisdedos de Vega,Rosie Flewitt +5 more
TL;DR: This paper examined the child language outcomes following shared reading of a personalized digital book by twenty-six British mothers and their 3- to 4-year-old children, which included pages that were individualized to each participating child, with each child's name, photograph, favorite toy and food, as well as generic pages with no personalized content.
Book ChapterDOI
Sustained Learning in 4th and 5th Graders but not 7th Graders: Two Experiments with a Talking Pedagogical Agent
TL;DR: In this chapter, agent movement and temporal speech cueing were designated for empirical study and showed that modality effects favoured speech Cueing over text cueing but agent animation had no effect.
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.