Cognitive Load and Learning Effects of Having Students Organize Pictures and Words in Multimedia Environments: The Role of Student Interactivity and Feedback
Educational Technology Research and Development Volume 53, Number 3, ISSN 1042-1629
The cognitive load and learning effects of dual-code and interactivity--two multimedia methods intended to promote meaningful learning--were examined. In Experiment 1, college students learned about the causal chain of events leading to the process of lightning formation with a set of words and corresponding pictures (Group WP), pictures (Group P), or words (Group W). Some students were presented with the organized causal chain of events to study, whereas others were given a self-organization task. Consistent with a cognitive theory of multimedia learning, Condition WP was the highest in instructional efficiency for retention and transfer. However, contrary to our predictions, having students organize the multimedia materials was detrimental to transfer. Two follow-up experiments tested the hypotheses that the negative effects of interactivity were due to students' lack of time control (Experiment 2) and the form of feedback (Experiment 3). The findings showed that interactivity was effective when students were asked to evaluate their answers before receiving corrective feedback from the system.
Moreno, R. & Valdez, A. (2005). Cognitive Load and Learning Effects of Having Students Organize Pictures and Words in Multimedia Environments: The Role of Student Interactivity and Feedback. Educational Technology Research and Development, 53(3), 35-46.
Cited ByView References & Citations Map
The Effects of Response Modes and Cues on Language learning, Cognitive Load and Self-Efficacy Beliefs in Web-Based Learning
Ching-Huei Chen, National Changhua University of Education, Taiwan; Kun Huang, Mississippi State University, United States
Journal of Educational Multimedia and Hypermedia Vol. 23, No. 2 (April 2014) pp. 117–134
Marybeth Hamilton, University of Hawai'i at Manoa, United States; Thanh Nguyen, University of Hawai’i at Manoa, United States
TCC 2008 (2008) pp. 50–60
Swapna Kumar, University of Florida; Kara Dawson, Erik Black, Catherine Cavanaugh & Christopher Sessums
The International Review of Research in Open and Distributed Learning Vol. 12, No. 6 (Sep 22, 2011) pp. 126–142
Theresa Lara De Hoyos, Ralph Gdovin, Virginia Olague & Timothy Yuen, University of Texas at San Antonio, United States
EdMedia + Innovate Learning 2010 (Jun 29, 2010) pp. 3588–3593
Implementation of Computer-Based Instruction Simulations (CBIS) to Increase Secondary Students’ Comprehension of the Biology Concept of Cell Structure and Function across Low Socio-Economic Language Environments.
Ralph Gdovin, Theresa De Hoyos, Virginia Olague & Timothy Yuen, University of Texas at San Antonio, United States
EdMedia + Innovate Learning 2010 (Jun 29, 2010) pp. 2732–2736
Establishing a framework for evaluating the impact of educational multimedia resources in a virtual learning environment
Laura Porta, Roser Beneito & César Pablo Córcoles, Universitat Oberta de Catalunya, Spain
EdMedia + Innovate Learning 2008 (Jun 30, 2008) pp. 4890–4895
Effects of animated agent with instructional strategies in facilitating student achievement of different educational objectives in multimedia learning
Hsin I Yung, The Pennsylvania State University, United States
Journal of Educational Multimedia and Hypermedia Vol. 18, No. 4 (October 2009) pp. 453–466
Thanh Truc Nguyen, Curriculum Research & Development Group, College of Education, University of Hawaii, United States
EdMedia + Innovate Learning 2009 (Jun 22, 2009) pp. 2641–2645
Jongpil Cheon, Texas Tech University, United States; Michael M. Grant, The University of Memphis, United States
Journal of Interactive Learning Research Vol. 20, No. 1 (January 2009) pp. 5–33
Developing and Evaluating an Interactive Multimedia Instructional Tool: Learning Outcomes and User Experiences of Optometry Students
Ling Wang, Nova Southeastern University, United States
Journal of Educational Multimedia and Hypermedia Vol. 17, No. 1 (January 2008) pp. 43–57
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact email@example.com.