How to support learning with multimedia instruction: Implementation intentions help even when load is high.

Autor/inn/en	Hoch, Emely; Scheiter, Katharina; Stalbovs, Kim
Titel	How to support learning with multimedia instruction: Implementation intentions help even when load is high. Gefälligkeitsübersetzung: Wie man das Lernen mit Multimedia-Unterricht unterstützt: Umsetzungsabsichten helfen auch bei hoher Belastung.
Quelle	In: British journal of psychology, 114 (2023) 2, S. 315-334 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0007-1269; 0373-2460; 0950-5652; 2044-8295
DOI	10.1111/bjop.12620
Schlagwörter	Kognitiver Prozess; Multimedia; Schülerleistung; Lernen; Computerunterstützter Unterricht; Mensch; Aufforderung; Intention; Kapazität; Informationsverarbeitung
Abstract	There is ample evidence that multimedia learning is challenging, and learners often underutilize appropriate cognitive processes. Previous research has applied prompts to promote the use of helpful cognitive processing. However, prompts still require learners to regulate their learning, which may interfere with learning, especially in situations where cognitive demands are already high. As an alternative, implementation intentions (i.e. if-then plans) are expected to help regulate behaviour automatically due to their specific wording, thereby offloading demands. Accordingly, this study aimed at investigating whether implementation intentions compared with prompts improve learning performance, especially under high cognitive load. Students (N = 120) learned either in a control condition without instructional support, with prompts, or with implementation intentions. Within each condition, half of the participants studied the multimedia instruction under conditions of either high or low cognitive load, which was experimentally manipulated by instructing them to perform one of two secondary tasks. In line with our hypotheses, the results showed that under low cognitive load, both prompts and implementation intentions led to better learning than the control condition. By contrast, under high cognitive load, only implementation intentions promoted learning. Thus, implementation intentions are an efficient means to promote learning even under challenging circumstances. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2024/1