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 effects of self -explanation and metacognitive instruction on undergraduate students' learning of statistics materials containing multiple external representations in a web -based environment
TL;DR: In this paper, the authors investigated the effects of three instructional interventions, self-explanation, metacognitive, and the combined self-exploitation and metACognitive instruction on students' learning outcomes in statistics, a domain with extensive use of external representations.
Book ChapterDOI
Multimedia Learning: The Science of Instruction: Determining What Works in Multimedia Learning
TL;DR: Overall, this research examines the effectiveness of twelve instructional methods for promoting multimedia learning – coherence, signaling, redundancy, spatial contiguity, temporal contiguit, segmenting, pre-training, modality, multimedia, personalization, voice, and image.
Journal ArticleDOI
The effectiveness of multimedia input on vocabulary learning and retention
TL;DR: In this article , the authors explored the potential of multimedia input in vocabulary learning and highlighted the importance of audiovisual input in vocabularies learning and retention in English as a foreign language (EFL).
Journal Article
Integración de animaciones, narraciones y textos para la mejora del aprendizaje en Física
TL;DR: In this article, the effect of multimedia instruction on students' learning outcomes (achievement and interest) in secondary school physics was examined, which showed that concurrent use of animation, narration and on-screen text in an instructional interface may help maintain students' interest in multimedia learning environments.
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.
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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.