Who Learns Best with Multiple Representations? Cognitive Theory Predictions on Individual Differences in Multimedia Learning
Roxana Moreno, University of New Mexico, United States
EdMedia + Innovate Learning, in Denver, Colorado, USA ISBN 978-1-880094-45-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Who learns best with multiple representations? In this paper, I present a cognitive theory of multimedia learning from which predictions on individual differences in learning are derived and tested. Elementary students learned how to add and subtract integers with an interactive multimedia game that included visual and symbolic representations of the arithmetic procedure. They learned either with or without verbal guidance in their first language. Verbal guidance was expected to help minimize cognitive load, especially for students with low prior knowledge, low computer experience, and a less reflective cognitive style. The theoretical and practical implications of the results are discussed.
Moreno, R. (2002). Who Learns Best with Multiple Representations? Cognitive Theory Predictions on Individual Differences in Multimedia Learning. In P. Barker & S. Rebelsky (Eds.), Proceedings of ED-MEDIA 2002--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1380-1385). Denver, Colorado, USA: Association for the Advancement of Computing in Education (AACE).
© 2002 Association for the Advancement of Computing in Education (AACE)
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Timothy Smith, California State University, Sacramento, United States
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 841–846
Eric Wiebe & Leonard Annetta, North Carolina State University, United States
Journal of Educational Multimedia and Hypermedia Vol. 17, No. 2 (April 2008) pp. 259–277
The Squares Family: A Game and Story based Microworld for Understanding Arithmetic Concepts designed to attract girls.
Lena Pareto, University of Trollhättan/Uddevalla, Sweden
EdMedia + Innovate Learning 2004 (2004) pp. 1567–1574
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