Multimedia learning: Cognitive individual differences and display design techniques predict transfer learning with multimedia learning modules
ARTICLE
Katherine A. Austin
Computers & Education Volume 53, Number 4, ISSN 0360-1315 Publisher: Elsevier Ltd
Abstract
In the wake of the information explosion and rapidly progressing technology [Mayer, R. E. (2001). Multimedia learning. Cambridge: University Press] formulated a theory that focused on human cognition, rather than technology capacity and features. By measuring the effect of cognitive individual differences and display design manipulations on performance, the current research evaluates the impact of multimedia combinations on college student transfer test performance. Results indicated that multimedia combination accounted for variance in transfer test scores beyond the impact of relevant cognitive individual differences. Findings demonstrated that text positioning and motion distraction accounted for the inferiority of transfer test performance in certain multimedia conditions. Research yields support for the notion that display design can split attention, increase cognitive load, and reduce transfer learning. Key design principles must be evaluated further before prescriptive guidelines for educational multimedia can be solidified.
Citation
Austin, K.A. (2009). Multimedia learning: Cognitive individual differences and display design techniques predict transfer learning with multimedia learning modules. Computers & Education, 53(4), 1339-1354. Elsevier Ltd. Retrieved January 30, 2023 from https://www.learntechlib.org/p/67002/.
This record was imported from
Computers & Education
on January 31, 2019.
Computers & Education is a publication of Elsevier.
Keywords
Cited By
View References & Citations Map-
Multimedia, Multitasking, and Content Type and their Impact on College Students’ Perceived Mental Effort
Jeanette Andrade, Dawn Bohn & Wenhao David Huang, University of Illinois- Urbana, Champaign, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2014 (Oct 27, 2014) pp. 97–102
-
Understanding the role of prior knowledge in a multimedia learning application
Riaza Mohd Rias, University Technology MARA(UiTM); Halimah Zaman
Australasian Journal of Educational Technology Vol. 29, No. 4 (Sep 22, 2013)
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.