Journal ArticleDOI
A Split-Attention Effect in Multimedia Learning: Evidence for Dual Processing Systems in Working Memory
Richard E. Mayer,Roxana Moreno +1 more
Reads0
Chats0
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
More filters
Journal ArticleDOI
The effects of various multimedia instructional materials on students' learning responses and outcomes
TL;DR: The analysis results show that various types of MIMs result in various social cues that have a significant effect on the students' socialness perceptions, arousal, pleasure, flow experience, learning motivation, and learning outcome.
Journal ArticleDOI
More than pretty pictures? How illustrations affect parent-child story reading and children's story recall
TL;DR: It is suggested that illustrations enhance young preschoolers' story recall in an interactive story reading context, perhaps because the joint attention established in this context supports children's processing of the illustrations.
Journal Article
The New ISD: Applying Cognitive Strategies to Instructional Design.
TL;DR: In an age when the economy depends more on the brains than on the brawn of its workforce, and when training dissemination via the Internet is ubiquitous, training that optimizes organizational performance is more germane than ever as discussed by the authors.
Book ChapterDOI
The Cambridge Handbook of Multimedia Learning: The Individual Differences in Working Memory Capacity Principle in Multimedia Learning
TL;DR: The functional taxonomy that serves as the basis of this chapter is one proposed by the author as part of the DeFT framework for learning with multiple representations as discussed by the authors, which suggests that there are three main functions that multiple representations play when supporting learning, namely complementary, constraining and constructing functions.
Journal ArticleDOI
The effects of animated pedagogical agents in an English-as-a-foreign-language learning environment
TL;DR: The design, implementation, and analysis of an APA designed to evaluate the embodied agent and modality effects and results indicate that the voice of the agent might contribute more positively to learning than movements, gestures and pointing.
References
More filters
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.