Interplay of prior knowledge, self-regulation and motivation in complex multimedia learning environments

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.

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Using brain imaging to explore interactivity and cognition in multimedia learning environments

Proceedings of the 21st Annual Conference of the Australian Computer-Human Interaction Special Interest Group on Design: Open 24/7 - OZCHI '09 ◽

10.1145/1738826.1738910 ◽

2009 ◽

Author(s):

Barney Dalgarno ◽

Gregor Kennedy ◽

Sue Bennett

Keyword(s):

Brain Imaging ◽

Learning Environments ◽

Multimedia Learning

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Effects of Learner Prior Knowledge and Working Memory Limitations on Multimedia Learning

Procedia - Social and Behavioral Sciences ◽

10.1016/j.sbspro.2013.06.005 ◽

2013 ◽

Vol 83 ◽

pp. 25-29 ◽

Cited By ~ 10

Author(s):

Slava Kalyuga

Keyword(s):

Working Memory ◽

Prior Knowledge ◽

Multimedia Learning

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Self-regulation and autonomy in problem- and project-based learning environments

Active Learning in Higher Education ◽

10.1177/1469787413481132 ◽

2013 ◽

Vol 14 (2) ◽

pp. 109-122 ◽

Cited By ~ 69

Author(s):

Candice Stefanou ◽

Jonathan D Stolk ◽

Michael Prince ◽

John C Chen ◽

Susan M Lord

Keyword(s):

Learning Environments ◽

Self Regulation ◽

Project Based Learning

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Text-to-Speech Software and Learning: Investigating the Relevancy of the Voice Effect

Journal of Educational Computing Research ◽

10.1177/0735633118802877 ◽

2018 ◽

Vol 57 (6) ◽

pp. 1534-1548 ◽

Cited By ~ 4

Author(s):

Scotty D. Craig ◽

Noah L. Schroeder

Keyword(s):

Learning Outcomes ◽

Learning Environments ◽

Multimedia Learning ◽

Text To Speech ◽

Multimedia Design ◽

Cognitive Efficiency ◽

Human Voice ◽

Instructional Multimedia ◽

Efficiency Measures ◽

The Voice

Technology advances quickly in today’s society. This is particularly true in regard to instructional multimedia. One increasingly important aspect of instructional multimedia design is determining the type of voice that will provide the narration; however, research in the area is dated and limited in scope. Using a randomized pretest–posttest design, we examined the efficacy of learning from an instructional animation where narration was provided by an older text-to-speech engine, a modern text-to-speech engine, or a recorded human voice. In most respects, those who learned from the modern text-to-speech engine were not statistically different in regard to their perceptions, learning outcomes, or cognitive efficiency measures compared with those who learned from the recorded human voice. Our results imply that software technologies may have reached a point where they can credibly and effectively deliver the narration for multimedia learning environments.

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