Cognitive Ability, Cognitive Style, and Learning Preferences for Multimedia Learning in the Visual and Verbal Domains
PROCEEDINGS
Natalie Toomey, Duquesne University Doctoral Program in Instructional Technology and Leadership, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Las Vegas, NV, USA ISBN 978-1-939797-05-6 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
Abstract
This paper is a report of the findings of a pilot study designed to observe trends and optimize a measurement model for the determination of cognitive ability, cognitive style, and learning preferences on the visualizer-verbalizer scale and compare these characteristics with choices of multimedia learning format options. Findings suggest an overall preference for and selection of mixed multimedia formats. Differences in selections of multimedia formats between males and females as well as lack of clear inclusion of an audio option in questions directed towards the verbalizer dimension indicate a need for adjustment to the survey model.
Citation
Toomey, N. (2013). Cognitive Ability, Cognitive Style, and Learning Preferences for Multimedia Learning in the Visual and Verbal Domains. In T. Bastiaens & G. Marks (Eds.), Proceedings of E-Learn 2013--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1598-1602). Las Vegas, NV, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 28, 2024 from https://www.learntechlib.org/primary/p/115105/.
© 2013 Association for the Advancement of Computing in Education (AACE)
Keywords
References
View References & Citations Map- Allen, I.E. & Seaman, J. (2010). Class differences: Online education in the United States, 2010. U.S.A: Babson Survey Research Group.
- Anderson, T. (2008). Towards a theory of online learning. In T. Anderson (Ed.), The Theory and Practice of Online Learning, Second Edition (P. 45-70). Edmonton, Alberta: AU Press. Retrieved from
- Clark, R.C. (2005). Multimedia learning in e-courses. In R.E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (P. 589-616). New York: Cambridge University Press.
- Fletcher, J.D. & Tobias, S. (2005). The multimedia principle. In R.E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (P. 117-134). New York: Cambridge University Press.
- Irani, T., Telg, R., Scherler, C., & Harrington, M. (2003). Personality type and its relationship to distance education students course perceptions and performance. Quarterly Review of Distance Education, 4(4), 445453.
- Kolloffel, B. (2012). Exploring the relation between visualizer-verbalizer cognitive styles and performance with visual or verbal learning material. Computers& Education, 58. 697-706. Doi:10.1016/J.compedu.2011.09.016
- Leutner, D., & Plass. J.L. (1998). Measuring learning styles with questionnaires versus direct observation of preferential choice behavior in authentic learning situations: the visualizer/verbalizer behavior observations scale (VV-BOS). Computers in Human Behavior. 14(4), 543-557. Doi:10.1016/S0747-5632(98)00023-5Mayer,R.E.(2005a).Cognitivetheory of multimedia learning. In R.E. Mayer (Ed.) Cambridge Handbook of Multimedia Learning (P. 31-48). New York: Cambridge University Press.
- Mayer, R.E. & Massa, L.J. (2003). Three facets of visual and verbal learners: Cognitive ability, cognitive style, and learning preference. Journal of Educational Psychology, 95(4), 833-846.
- Sweller, J. (2005). Implications of cognitive load theory for multimedia learning. In R.E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (P. 19-30). New York: Cambridge University Press.
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to References