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
Is spoken text always better? Investigating the modality and redundancy effect with longer text presentation
TL;DR: Analysis of log-files indicated that learners within the learner-paced condition with written text replayed the single text segments more often, which supports the text-processing explanation.
Journal ArticleDOI
Learning with animation and the illusion of understanding
TL;DR: In this paper, the authors tested the illusion of understanding hypothesis with a randomized, double-blind, 2 × 2 factorial design using two different types of animation (representational and directive) and found that representational animation had negative effect on learning, and directive animation had a positive effect.
Journal ArticleDOI
Timing of Information Presentation in Learning Statistics
TL;DR: Simultaneous presentation ofprocedural information before and supportive information during practiceled to the most efficient learning.
Book ChapterDOI
Current issues and open questions in cognitive load research
TL;DR: The first goal of this chapter is to summarize the theoretical developments of CLT and highlight some of its strengths and limitations.
Journal ArticleDOI
SNARC Hunting: Examining Number Representation in Deaf Students.
TL;DR: This paper examined the basic number representations that allow individuals to perform higher-level arithmetical procedures and found that deaf participants were slower overall in making comparative judgements, suggesting that whilst their numerical representation does not differ from that of hearing individuals, the efficiency with which they process basic numerical information is lower.
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.