The effect of social cues in multimedia learning on learning performance

2016 ◽  
Vol 22 (3) ◽  
pp. 583-603
Author(s):  
Hansuk Um ◽  
Innwoo Park
Keyword(s):  
Multimedia Learning ◽  
Social Cues ◽  
Learning Performance

Social cues in multimedia learning: Role of speaker's voice.

2003 ◽  
Vol 95 (2) ◽  
pp. 419-425 ◽  
Author(s):  
Richard E. Mayer ◽  
Kristina Sobko ◽  
Patricia D. Mautone
Keyword(s):  
Multimedia Learning ◽  
Social Cues

Principles Based on Social Cues in Multimedia Learning

2021 ◽  
pp. 277-285
Author(s):  
Logan Fiorella ◽  
Richard E. Mayer
Keyword(s):  
Multimedia Learning ◽  
Social Cues

scholarly journals An eye tracking study: positive emotional interface design facilitates learning outcomes in multimedia learning?

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Xian Peng ◽  
Qinmei Xu ◽  
Yufan Chen ◽  
Chenying Zhou ◽  
Yuqing Ge ◽  
...  
Keyword(s):  
Eye Tracking ◽  
Learning Outcomes ◽  
Interface Design ◽  
Subjective Experience ◽  
Multimedia Learning ◽  
Attentional Focus ◽  
Learning Performance ◽  
Subjective Perception ◽  
Emotional Design ◽  
Significant Difference

AbstractUnlike the other studies on emotional design in multimedia learning, the present study differentiated the two confounding variables of visual interface design and structured content to manipulate the instructional material. Specifically, we investigated how the visual aesthetics of positive emotional interface design influenced learners’ cognitive processes, emotional valences, learning outcomes, and subjective experience. Eighty-one college students took part in the experimental study. They were divided into the three experimental groups: a holistic layout of positive emotional design group (HPED), a local layout of positive emotional design group (LPED), and a neutral emotional design group (ND). By using a mixed approach of questionnaires and eye tracking, we further explored the differences among the three groups in cognitive processing, learning outcomes, and subjective experience. Results indicated that the LPED group invested higher cognitive effort, put more attentional focus in the relevant knowledge content module, and achieved better learning performance (i.e., retention and transfer tests) in contrast to the HPED group and the ND group. However, no significant difference in dynamic changes of emotional state among the three groups was detected. The analytical results can provide researchers and practitioners with valuable insights into the positive emotional design of multimedia learning, which allows for the facilitation of mental engagement, learning outcomes and subjective perception.

Investigating the Effects of Modality and Multimedia on the Learning Performance of College Students With Dyslexia

2018 ◽  
Vol 33 (3) ◽  
pp. 182-193 ◽  
Author(s):  
Jiahui Wang ◽  
Kara Dawson ◽  
Kendra Saunders ◽  
Albert D. Ritzhaupt ◽  
Pavlo “Pasha” Antonenko ◽  
...  
Keyword(s):  
College Students ◽  
Cognitive Theory ◽  
Multimedia Learning ◽  
Cued Recall ◽  
Learning Performance ◽  
Superior Performance ◽  
Written Text ◽  
Phonological Decoding ◽  
Spoken Text ◽  
Content Recognition

There has been a lack of research on how people with individual differences learn with multimedia materials, in particular with regard to individuals with dyslexia. Dyslexia is a learning disability characterized by subpar ability in reading, spelling, writing, word recognition, and phonological decoding. This population could potentially benefit from multimedia learning materials according to the cognitive theory of multimedia learning and Orton–Gillingham multisensory instructional approach. This study examined how learning in four multimedia conditions influences dyslexic college students’ ability to recall and recognize information. Seventy-three college students with dyslexia were assigned to one of the four conditions that integrated the modality (spoken text vs. on-screen text) and multimedia (picture present vs. picture absent) principles. They completed a cued-recall and a content recognition test. The results indicated pictures facilitated recognition, which validated the multimedia principle. On-screen text led to a superior performance in recall and recognition compared to spoken text. This finding suggested the modality principle did not hold for participants with dyslexia in this study, which is especially surprising given that dyslexics have difficulty processing written text. Possible explanations of the findings are discussed.

Investigating the Impact of Cognitive Style on Multimedia Learners’ Understanding and Visual Search Patterns: An Eye-Tracking Approach

2017 ◽  
Vol 55 (8) ◽  
pp. 1053-1068 ◽  
Author(s):  
Han-Chin Liu
Keyword(s):  
Visual Search ◽  
Eye Tracking ◽  
Mental Models ◽  
Learning Environments ◽  
Multimedia Learning ◽  
Learning Performance ◽  
Search Patterns ◽  
Field Dependent ◽  
The Impact ◽  
Tracking Technology

Multimedia students’ dependence on information from the outside world can have an impact on their ability to identify and locate information from multiple resources in learning environments and thereby affect the construction of mental models. Field dependence-independence has been used to assess the ability to extract essential information from the environment. This study utilized eye-tracking technology to explore whether field-dependent and field-independent (FI) learners differed in their visual searching efficiency and multimedia learning performance. The FI learners outperformed field-dependent learners in posttest indices. In addition, FI learners were better able to identify visual cues and demonstrated efficient visual search patterns when learning using different information formats. The research findings echoed previous findings: The dependence on information in the context of learning can affect learners’ visual search efficiency and learning performance. The findings of this study suggest that adaptable learning environments that provide a rich variety of media may benefit learners with different levels of information-dependence. Applying eye-tracking technology enabled blueprints to be created pertaining to the learners’ information processing. However, additional research techniques, such as think-aloud exercises, would enable deeper understanding of how learners construct mental models of a knowledge base in a multimedia learning environment.

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