Extending social cue based principles of multimedia learning beyond their immediate effects.

Autor/inn/en	Töpper, Jörn; Glaser, Manuela; Schwan, Stephan
Titel	Extending social cue based principles of multimedia learning beyond their immediate effects. Gefälligkeitsübersetzung: Ausdehnung der auf sozialen Hinweisen basierenden Prinzipien des Multimedialernens über ihre akuten Effekte hinaus.
Quelle	In: Learning and instruction, (2014) 29, S. 10-20Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0959-4752; 1873-3263
DOI	10.1016/j.learninstruc.2013.07.002
Schlagwörter	Handlung; Reiz; Soziale Interaktion; Multimedia; Lernen; Unterweisung; Audiovisuelle Medien; Computerunterstütztes Verfahren; Personalisierung
Abstract	Investigated the influence of videos containing a high level of social cues on knowledge acquisition of subsequent multimedia learning material. In two experiments, learners interacted with a multimedia environment on the subject of health technology with four different thematic modules. Prior to each module, a video introducing the topic was presented which utilized either a higher or lower level of social cues (e.g., a visible speaker directly addressing the audience vs an off-screen narrator). Experiment 1 (49 college students aged 18-34 years) examined knowledge acquisition immediately following the video while Experiment 2 (48 college students aged 20-31 years) examined retention of learning material one week later. A 24-item multiple-choice test was constructed to assess knowledge acquisition and participants provided self-reports of prior knowledge, personal involvement, and media literacy. Dwell time and section interest were calculated from log file data. Results indicate that content following a high social cues video was processed more deeply, leading to an advantage for retrieval from long-term memory. While no significant differences in effect were evident in the immediate test of retention, the one-week follow up revealed a main effect favoring the high level of social cues. The evidence suggests that in addition to enhancing learning and comprehension of the cued content itself, higher levels of social cues appear to facilitate the encoding and storage of subsequent learning material. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3