Does Working Memory Capacity Influence Learning From Videos and Attentional Processing of the Instructor's Visuals?

• In Event: Cognition and Multimedia Learning

Abstract

This study focused on one format of video design - instructor visibility and explored the moderating effects of working memory capacity (WMC) on learning from such video design and if learners with high and low WMC attended to the instructor’s visuals differently. Participants watched a video either with or without the instructor’s visuals on the screen, while their visual attention was recorded simultaneously. After the video, participants responded to a learning test that measured retention and transfer. Although the results did not show WMC moderated the instructor visibility effects on learning or influenced learners’ visual attention to the instructor’s visuals, the findings did indicate WMC was a positive predictor of the retention performance regardless of the video design.

Author

• Jiahui Wang, Kent State University