Prior Knowledge Principle in Multimedia Learning

2005 ◽  
pp. 325-338 ◽  
Author(s):  
Slava Kalyuga
Keyword(s):  
Prior Knowledge ◽  
Multimedia Learning

Signaling text–picture relations in multimedia learning: The influence of prior knowledge.

2018 ◽  
Vol 110 (4) ◽  
pp. 544-560 ◽  
Author(s):  
Juliane Richter ◽  
Katharina Scheiter ◽  
Alexander Eitel
Keyword(s):  
Prior Knowledge ◽  
Multimedia Learning

scholarly journals Do prior knowledge, model-observer similarity and social comparison influence the effectiveness of eye movement modeling examples for supporting multimedia learning?

2021 ◽  
Author(s):  
Marie-Christin Krebs ◽  
Anne Schüler ◽  
Katharina Scheiter
Keyword(s):  
Social Comparison ◽  
Prior Knowledge ◽  
Eye Movement ◽  
Multimedia Learning ◽  
Small Scale ◽  
Processing Strategies ◽  
Social Comparison Orientation ◽  
Knowledge Activation ◽  
Model Observer ◽  
Meta Analyses

AbstractWe investigated in an experiment with 180 university students the joint role of prior knowledge, alleged model competence, and social comparison orientation regarding the effectiveness of Eye Movement Modeling Examples (EMME) for supporting multimedia learning. EMME consisted of short videos with gaze replays of an instructed model demonstrating effective multimedia processing strategies. Participants were either instructed that the model in the EMME-videos was a successful learner (competent model) or another participant (peer model). Participants in a control condition received no EMME. Furthermore, we activated domain-relevant prior knowledge in half of the participants before watching the EMME. Against our expectations, we found no influence of either prior knowledge activation or model-observer similarity. As expected, our results indicated that EMME fostered multimedia learning. This was also supported by findings from small-scale meta-analyses that were conducted with the focus on the effect of EMME for multimedia learning and potential moderators of the effect. Moreover, results showed first evidence that social comparison orientation interacts with (alleged) model competence regarding the effectiveness of EMME. Further research is needed to follow up on the influence of individual factors as well as social cues on the effectiveness of EMME.

Effect of Temporal Arrangement on Multimedia Learning

2018 ◽  
Author(s):  
Victoria Chen
Keyword(s):  
Prior Knowledge ◽  
Cognitive Processing ◽  
Teaching And Learning ◽  
Multimedia Learning ◽  
Primary Source ◽  
Sources Of Information ◽  
Multimedia Teaching ◽  
Text Information ◽  
Source Of Information

The purpose of this study is to examine whether Multimedia learning theory (Mayer, 1997; Schnotz & Kürschner, 2007) holds true when images are the primary source of information and text information is secondary. I will test how temporal arrangement of audio and image presentations affects quality of learning in this situation. I hypothesize that when audio is played before or after the image participants will require increased cognitive processing to mentally integrate the two sources of information resulting in deeper learning and transfer of learning. On the other hand when audio is played while the image is shown, I hypothesize that participants with high prior knowledge of the subject will score lower than participants with low prior knowledge, because prior knowledge will interfere with knowledge from the two sources causing a redundancy effect. This experiment will lead to greater understanding of multimedia teaching and learning in classrooms as well as how it affects deeper learning.

scholarly journals The Effect of Explanatory Captions on Understanding a Scientific Explanation

2016 ◽  
Vol 7 (2) ◽  
pp. 1127-1138
Author(s):  
Vasilia Christidou
Keyword(s):  
Primary School ◽  
Prior Knowledge ◽  
Ozone Depletion ◽  
Primary Schools ◽  
Cognitive Theory ◽  
Scientific Explanation ◽  
Multimedia Learning ◽  
Educational Material ◽  
Words And Images ◽  
Primary School Pupils

This study examined the effect of explanatory captions of a multimedia summary on understanding the explanation of ozone depletion by primary school pupils. Participants were 54 eleven-year-old pupils of two share-sheltered primary schools in a medium-sized city in central Greece, who lacked adequate prior knowledge of ozone depletion, as they had not been systematically instructed about this phenomenon. Participants were randomly given one of the two versions of a printed material which concerned ozone depletion and were individually interviewed in an empty classroom. The first version of the printed material consisted of a main verbal text and a multimedia summary –namely a concise, coherent and coordinated presentation of ozone depletion explanation using words and images- with explanatory captions. The second version was identical to the first, except that it did not include explanatory captions. Each student was invited to answer to 8 questions aiming at assessing their understanding of the explanation of ozone depletion. Participants who read the printed material with explanatory captions in the multimedia summary exhibited higher performance on understanding the explanation of ozone depletion than participants who read the printed material without explanatory captions. These results support the Cognitive Theory of Multimedia Learning, according to which educational material that promotes the connection between visual and verbal representations enhance understanding of scientific explanations. The findings may have implications in the design of science educational material.

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