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Do Multiple Representations Need Explanations? The Role of Verbal Guidance and Individual Differences in Multimedia Mathematics Learning
ARTICLE

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Journal of Educational Psychology Volume 96, Number 3, ISSN 0022-0663

Abstract

Elementary school children, some of whom were nonnative speakers of English, learned to add and subtract integers in a discovery-based multimedia game either with or without verbal guidance in English or optionally in Spanish (Groups G--verbal guidance and No-G--no verbal guidance, respectively). Group G members chose to listen to verbal explanations in their first language and showed larger posttest scores than Group No-G. High-computer-experience students in Group G outperformed the rest of the students on training session scores and a transfer test. Longer latencies to respond to practice problems affected all learning measures positively. Results support the use of verbal guidance for discovery-based multimedia games and show that multimedia games may not be equally effective for all learners.

Citation

Moreno, R. & Duran, R. (2004). Do Multiple Representations Need Explanations? The Role of Verbal Guidance and Individual Differences in Multimedia Mathematics Learning. Journal of Educational Psychology, 96(3), 492-503. Retrieved March 22, 2023 from .

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