Multimedia learning: Are we asking the right questions?

Journal/Book: Educ Psychol. 1997; 32: 10 Industrial Ave, Mahwah, NJ 07430-2262. Lawrence Erlbaum Assoc Inc. 1-19.

Abstract: How can we help students to understand scientific explanations of cause-and-effect systems, such as how a pump works, how the human respiratory system works, or how lightning storms develop? One promising approach involves multimedia presentation of explanations in visual and verbal formats, such as presenting computer-generated animations synchronized with computer-generated narration or presenting illustrations next to corresponding text. In a review of eight studies concerning whether multimedia instruction is effective, there was consistent evidence for a multimedia effect: Students who received coordinated presentation of explanations in verbal and visual format (multiple representation group) generated a median of over 75% more creative solutions on problem-solving transfer tests than did students who received verbal explanations alone (single representation group). In a review of 10 studies concerning when multimedia instruction is effective, there was consistent evidence for a contiguity effect: Students generated a median of over 50% more creative solutions to transfer problems when verbal and visual explanations were coordinated (integrated group) than when they were not coordinated (separated group). Finally, in a review of six studies concerning for whom multimedia instruction is effective, Attribute x Treatment interactions indicated that multimedia and contiguity effects were strongest for low prior knowledge and high spatial ability students. Results are consistent with a generative theory of multimedia learning in which learners actively select, organize, and integrate verbal and visual information.

Note: Article Mayer RE, Univ Calif Santa Barbara, Dept Psychol, Santa Barbara,CA 93106 USA

Keyword(s): COGNITIVE LOAD; MEDIA; WORDS; ILLUSTRATIONS; MEMORY; NEED; TEXT

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