Who Learns Best with Multiple Representations? Cognitive Theory Implications for Individual Differences in Multimedia Learning.

Autor/in	Moreno, Roxana
Titel	Who Learns Best with Multiple Representations? Cognitive Theory Implications for Individual Differences in Multimedia Learning.
Quelle	(2002), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cognitive Ability; Cognitive Development; Cognitive Measurement; Cognitive Processes; Cognitive Style; Computer Assisted Instruction; Computer Games; Elementary Education; Elementary School Mathematics; Elementary School Students; Individual Differences; Multimedia Materials + Suchen Sie Ihr Suchwort? Denkfähigkeit; Kognitive Entwicklung; Cognitive process; Kognitiver Prozess; Cognitive styles; Kognitiver Stil; Computer based training; Computerunterstützter Unterricht; Computer game; Computerspiel; Computerspiele; Elementarunterricht; Elementare Mathematik; Schulmathematik; Individueller Unterschied
Abstract	This paper presents 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. (Contains 24 references.) (Author)
Anmerkungen	Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01