Multimedia Learning: Cognitive Individual Differences and Display Design Techniques Predict Transfer Learning with Multimedia Learning Modules

Autor/in	Austin, Katherine A.
Titel	Multimedia Learning: Cognitive Individual Differences and Display Design Techniques Predict Transfer Learning with Multimedia Learning Modules
Quelle	In: Computers & Education, 53 (2009) 4, S.1339-1354 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2009.06.017
Schlagwörter	Multimedia Materials; Learning Modules; Transfer of Training; Cognitive Processes; Difficulty Level; Individual Differences; Computer System Design; Video Technology; Prediction + Suchen Sie Ihr Suchwort? Learning module; Lernmodul; Training; Transfer; Ausbildung; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Individueller Unterschied; Vorhersage
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. (Contains 13 tables and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10