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
The Roles of Mental Animations and External Animations in Understanding Mechanical Systems
TL;DR: It is proposed that predicting motion from static diagrams engages students' mental animation processes, including spatial visualization, and provides them with information about what they do and do not understand about how the machine works.
Journal ArticleDOI
Supporting Coherence Formation in Learning from Multiple Representations
TL;DR: Results indicate that directive help is effective for recall performance because of its summarizing and repeating function, and learners with different levels of prior knowledge show different reactions when help is given.
Journal ArticleDOI
Engaging students in active learning: The case for personalized multimedia messages.
Roxana Moreno,Richard E. Mayer +1 more
TL;DR: In this paper, the authors tested the hypothesis that personalized messages in a multimedia science lesson can promote deep learning by actively engaging students in the elaboration of the materials and reducing processing load, and they found that personalized rather than neutral messages produced better problem-solving transfer performance across all experiments and better retention performance on the computer game.
Journal ArticleDOI
Multimedia Learning in an Interactive Self-Explaining Environment: What Works in the Design of Agent-Based Microworlds?.
TL;DR: Students performed better on a problem-solving transfer test when Dr. Phyz's explanations were presented as narration rather than on-screen text, and when students were able to ask questions and receive answers interactively rather than receive the same information as a noninteractive multimedia message.
Journal ArticleDOI
Learning Science in Virtual Reality Multimedia Environments: Role of Methods and Media
Roxana Moreno,Richard E. Mayer +1 more
TL;DR: In this paper, the effects of presenting explanations as narration (N), text (T), or both (NTj within the D and W conditions were examined, and the results showed that students scored higher retention, transfer and program ratings in N conditions than in T conditions.
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.