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
Children's and adults' recall of children's news stories in both print and audio-visual presentation modalities
TL;DR: For example, the authors found that children remember television news better than print news, regardless of age or reading proficiency. But their recall advantage for television is dependent on their age or level of reading proficiency, whereas for the 11-year-olds the advantage of television was only found for information that had been accompanied by redundant pictures in the televised version, providing support for the dual coding hypothesis.
Journal ArticleDOI
Incorporating effective e-learning principles to improve student engagement in middle-school mathematics
TL;DR: In this article, the authors compare student engagement with the Genie 3 platform to its predecessor, Genie 2, and to traditional classroom instruction, and find that students using Genie 3 spent 93% of their time on-task, compared to 69% in traditional classrooms.
Journal ArticleDOI
Applying the modality principle to real-time feedback and the acquisition of higher-order cognitive skills
TL;DR: This study extends past research on the modality principle of multimedia learning by comparing the use of spoken- versus printed-text real-time feedback in an SBT environment and suggests that themodality principle can be extended to the presentation of real- time feedback during SBT of higher-order cognitive skills.
Journal ArticleDOI
Pictures over words: a cross-sectional study reporting short term memory abilities in children [version 3; peer review: 2 approved]
Les effets des systèmes et des outils multimédias sur la cognition, l'apprentissage et l'enseignement
TL;DR: Rapport du CNCRE (Comite national de coordination de la recherche en education) as discussed by the authors : "Technologies de l'information et de la communication et apprentissage".
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.