Cognitive Load and Learning Effects of Having Students Organize Pictures and Words in Multimedia Environments: The Role of Student Interactivity and Feedback

Autor/inn/en	Moreno, Roxana; Valdez, Alfred
Titel	Cognitive Load and Learning Effects of Having Students Organize Pictures and Words in Multimedia Environments: The Role of Student Interactivity and Feedback
Quelle	In: Educational Technology Research and Development, 53 (2005) 3, S.35-46 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
Schlagwörter	Epistemology; Multimedia Instruction; Multimedia Materials; Learning Processes; Interaction; Feedback; College Students; Cognitive Processes; Transfer of Training; Task Analysis; Science Instruction; Teaching Methods + Suchen Sie Ihr Suchwort? Erkenntnistheorie; Multimediales Lernen; Learning process; Lernprozess; Interaktion; Collegestudent; Cognitive process; Kognitiver Prozess; Training; Transfer; Ausbildung; Aufgabenanalyse; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	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. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10