Effects and Contributions of External Presentation Comprising Prior Knowledge During Multimedia Learning

• In Event: 29.083 - Poster Session 4
  In Poster Session: 29.083-4 - Poster Session 3: Cognitive Processes

Abstract

The cognitive theory of multimedia learning suggests that learners are required to integrate recalled prior knowledge from long-term memory with organized multimedia messages selected from external representation in the working memory to construct a more complete mental representation. Engaging generative processing attributable to the learner’s motivation level corresponds with the processes of organizing and integrating. Recalling prior knowledge is critical to the generative processing. The present study investigated whether an external presentation comprising prior knowledge facilitates mathematics different order thinking skills – remembering, understanding and analyzing. The results showed that externally presenting prior knowledge better develops understanding and analyzing, but not remembering. Further analysis reveals that easing demands on the recalling process can create a more engaging multimedia learning environment.

Author

• Thomas Kin Fung Chiu, The University of Hong Kong