A coherence effect in multimedia learning: The case for minimizing irrelevant sounds in the design of multimedia instructional messages

Author(s): Mayer, R. E.

Journal/Book: J Educ Psychol. 2000; 92: 750 First St NE, Washington, DC 20002-4242, USA. Amer Psychological Assoc. 117-125.

Abstract: The authors tested the recommendation that adding bells and whistles (in the form of background music and/or sounds) would improve the quality of a multimedia instructional message. In 2 studies, students received an animation and concurrent narration intended to explain the formation of lightning (Experiment 1) or the operation of hydraulic braking systems (Experiment 2). For some students, the authors added background music (Group NM), sounds (Group NS), both (Group NSM), or neither (Group N). On tests of retention and transfer, Group NSM performed worse than Group N; groups receiving music performed worse than groups not receiving music; and groups receiving sounds performed worse (only in Experiment 2) than groups not receiving sounds. Results were consistent with the idea that auditory adjuncts can overload the learner's auditory working memory, as predicted by a cognitive theory of multimedia learning.

Note: Article Moreno R, Univ Calif Santa Barbara, Dept Psychol, Santa Barbara,CA 93106 USA

Keyword(s): COGNITIVE INTEREST; SEDUCTIVE DETAILS; WORKING-MEMORY; ATTENTION; WORDS

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