Subtitles in a Multimedia Learning Environment: The Interplay of Recall, Transfer, and Perceived Mental Effort for Students with Attention-Deficit Symptoms

Autor/inn/en	Brown, Victoria; Powers, Jillian; Toussaint, Mario; Lewis, David
Titel	Subtitles in a Multimedia Learning Environment: The Interplay of Recall, Transfer, and Perceived Mental Effort for Students with Attention-Deficit Symptoms
Quelle	In: Journal of Educational Multimedia and Hypermedia, 29 (2020) 2, S.133-150 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1055-8896
Schlagwörter	Educational Technology; Technology Uses in Education; Students with Disabilities; Attention Deficit Hyperactivity Disorder; Visual Aids; Program Effectiveness; Redundancy; Multimedia Instruction; Symptoms (Individual Disorders); Recall (Psychology); Memory; Difficulty Level; Cognitive Processes; Preservice Teachers; Graduate Students + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Anschauungsmaterial; Redundanz; Multimediales Lernen; Psychiatrische Symptomatik; Abberufung; Gedächtnis; Schwierigkeitsgrad; Cognitive process; Kognitiver Prozess; Graduate Study; Aufbaustudium; Graduiertenstudium; Hauptstudium
Abstract	The use of subtitles within multimedia presentations is a common practice to develop accessible instructional materials for individuals with disabilities. However, due to various deficits in cognitive processing, individuals with symptoms of attention-deficit/ hyperactivity disorder (ADHD) may not benefit from the use of subtitles to enhance their recall of information and transference of knowledge with reduced mental effort. This study evaluated learners in two different environments. The redundancy group included subtitles with a narrated multimedia presentation, and the nonredundancy group included the same presentation with narration only. The analysis of data collected indicated that an increase in ADHD symptoms resulted in an increase in mental effort and a decrease in recall and transfer. Based on these observations, designers should allow learners to control the use of subtitles in narrated multimedia presentations. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 719, Waynesville, NC 28786. Tel: 828-246-9558; Fax: 828-246-9557; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01