The impact of disfluency, pacing, and students' need for cognition on learning with multimedia.

Autor/inn/en	Kühl, Tim; Eitel, Alexander; Damnik, Gregor; Körndle, Hermann
Titel	The impact of disfluency, pacing, and students' need for cognition on learning with multimedia. Gefälligkeitsübersetzung: Die Auswirkungen von nichtflüssiger Sprache, vorgegebenem Lerntempo und Erkenntnisstreben der Schüler auf das Multimedialernen.
Quelle	In: Computers in human behavior, (2014) 35, S. 189-198Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0747-5632
DOI	10.1016/j.chb.2014.03.004
Schlagwörter	Mündliche Kommunikation; Multimedia; Erkenntnis; Unterweisung; Audiovisuelle Medien; Unterrichtsmedien; Selbstgesteuertes Lernen; Computerunterstütztes Verfahren; Leistung; Streben
Abstract	Studied the effects of disfluency, pacing, and need for cognition on learning with multimedia. 79 college students (86% female) were tested in a 2x2 design with either regular or disfluent spoken text and system- or self-pacing as variables. Subjects were also assessed with the Digit Span Test for working memory capacity and a shortened German version of the Need for Cognition Scale. Results showed that disfluent text negatively affected performance. No significant links were found between text types and pacing, but self-pacing was associated with longer learning times and increased performance. Self-pacing also positively affected understanding, most significantly for subjects with a high need for cognition. In summary, disfluent text negatively influences performance while self-pacing with multimedia instruction can benefit students with a high need for cognition. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3