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Who Learns Best with Multiple Representations? Cognitive Theory Predictions on Individual Differences in Multimedia Learning
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, University of New Mexico, United States

EdMedia + Innovate Learning, in Denver, Colorado, USA ISBN 978-1-880094-45-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

Who learns best with multiple representations? In this paper, I present a cognitive theory of multimedia learning from which predictions on individual differences in learning are derived and tested. Elementary students learned how to add and subtract integers with an interactive multimedia game that included visual and symbolic representations of the arithmetic procedure. They learned either with or without verbal guidance in their first language. Verbal guidance was expected to help minimize cognitive load, especially for students with low prior knowledge, low computer experience, and a less reflective cognitive style. The theoretical and practical implications of the results are discussed.

Citation

Moreno, R. (2002). Who Learns Best with Multiple Representations? Cognitive Theory Predictions on Individual Differences in Multimedia Learning. In P. Barker & S. Rebelsky (Eds.), Proceedings of ED-MEDIA 2002--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1380-1385). Denver, Colorado, USA: Association for the Advancement of Computing in Education (AACE). Retrieved June 18, 2019 from .

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