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Journal ArticleDOI

A Split-Attention Effect in Multimedia Learning: Evidence for Dual Processing Systems in Working Memory

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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.

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Citations
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Journal ArticleDOI

Understanding of How Communications Students Use Interactive Instructional Technology From a User Experience Perspective

TL;DR: The ubiquitous nature of technology presents new paradigms for higher education as students are bombarded by information in a media-rich world as mentioned in this paper, and college students are taking multiple courses at a time.
Journal Article

Pupillometry and Multimodal Processing of Beat Gesture and Pitch Accent: The Eye's Hole is Greater than the Sum of its Parts.

TL;DR: Results indicate that viewing gesture in conjunction with speech may increase cognitive load during language processing, and that this increased load may result in enriched representations.
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

Allan Paivio
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

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.

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.