Incorporating learner experience into the design of multimedia instruction

Author(s): Chandler, P., Sweller, J.

Journal/Book: J Educ Psychol. 2000; 92: 750 First St NE, Washington, DC 20002-4242, USA. Amer Psychological Assoc. 126-136.

Abstract: In Experiment 1, inexperienced trade apprentices were presented with one of four alternative instructional designs: a diagram with visual text, a diagram with auditory text, a diagram with both visual and auditory text, or the diagram only An auditory presentation of text proved superior to a visual-only presentation but not when the text was presented in both auditory and visual forms. The diagram-only format was the least intelligible to inexperienced learners. When participants became more experienced in the domain after two specifically designed training sessions, the advantage of a visual diagram-auditory text format disappeared. In Experiment 2, the diagram-only group was compared with the audio-text group after an additional training session. The results were the reverse of those of Experiment I: The diagram-only group outperformed the audio-text group. Suggestions are made for multimedia instruction that takes learner experience into consideration.

Note: Article Kalyuga S, Univ New S Wales, Sch Educ, Sydney, NSW 2052, AUSTRALIA

Keyword(s): COGNITIVE-LOAD; SPLIT-ATTENTION; WORKING-MEMORY; WORKED EXAMPLES; ARCHITECTURE; WORDS; MODES

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