Learning With Multimedia: Are Visual Cues and Self-Explanation Prompts Effective?

• In Event: Research on the Design of Multimedia-Based and Animation-Enhanced Instruction

Abstract

The purpose of this study was to investigate the impacts of visual cueing and prompting self-explanation on learning, cognitive load and intrinsic motivation in a multimedia environment. A total of 126 college students were randomly assigned to one of the six conditions in a 2 X 3 factorial design with cueing (cues vs. no cues) and prompting (prediction prompts vs. reflection prompts vs. no prompts) as the between-subjects factors. The results revealed that (a) participants presented with cued animations had significantly higher learning outcome scores than their peers who viewed uncued animations; and (b) cognitive load and intrinsic motivation had different impacts on learning due to the moderation effect of visual cueing. Implications are discussed within the theoretical frameworks.

Authors

• Lijia Lin, East China Normal University

• Robert K. Atkinson, Arizona State University

• Brian C. Nelson, Arizona State University

• Wilhelmina C. Savenye, Arizona State University