Multimedia Learning and Individual Differences: Mediating the Effects of Working Memory Capacity with Segmentation

Autor/inn/en	Lusk, Danielle L.; Evans, Amber D.; Jeffrey, Thomas R.; Palmer, Keith R.; Wikstrom, Chris S.; Doolittle, Peter E.
Titel	Multimedia Learning and Individual Differences: Mediating the Effects of Working Memory Capacity with Segmentation
Quelle	In: British Journal of Educational Technology, 40 (2009) 4, S.636-651 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/j.1467-8535.2008.00848.x
Schlagwörter	Recall (Psychology); Individual Differences; Short Term Memory; History Instruction; Educational Technology; Multimedia Instruction + Suchen Sie Ihr Suchwort? Abberufung; Individueller Unterschied; Kurzzeitgedächtnis; History lessons; Geschichtsunterricht; Unterrichtsmedien; Multimediales Lernen
Abstract	Research in multimedia learning lacks an emphasis on individual difference variables, such as working memory capacity (WMC). The effects of WMC and the segmentation of multimedia instruction were examined by assessing the recall and application of low (n = 66) and high (n = 67) working memory capacity students randomly assigned to either a segmented instruction (SI) or non-segmented instruction (NSI) version of a multimedia tutorial on historical inquiry. WMC was found to have a significant, positive effect on participants' recall and application scores; however, the use of segmentation mediated the effects of WMC to allow learners with lower WMC to recall and apply equal to those with higher WMC. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10