WMC Moderates Visual-Emotional Effects on Cognitive Load in Multimedia Learning

• In Event: Computational Thinking and Cognitive Skill Development

Abstract

This study examines how visual representation type (realistic vs. abstract), emotional valence (positive vs. negative), and working memory capacity (high vs. low) influence learning experiences and outcomes in multimedia learning. A 2×2×2 between-subjects design was employed with 324 high school students. Results showed that realistic representations reduced both intrinsic and extraneous cognitive load, enhancing retention, whereas positive affect impaired retention and transfer, supporting the suppression hypothesis. A critical three-way interaction revealed that low-WMC learners benefited from realistic representations combined with positive affect, experiencing reduced ICL, while high-WMC learners remained unaffected by design variations. Findings highlight WMC as a boundary condition moderating visual and emotional effects, emphasizing the need for adaptive multimedia design.

Authors

• Yijing Zhang, East China Normal University

• Zhe Wang, East China Normal University