The effect of multimedia design types on learners’ recall performances with varying short term memory spans

In this study, the effect of multimedia learning environment designed with two different attention types (focused — split) was investigated on recall performances of learners with different short term memory spans (high — medium — low). The participants were 60 undergraduate students who were presented with either focused attention or split attention multimedia learning materials. First, participants’ short term memory spans were determined by Visual — Aural Digit Span Test-Revised (VADS-B) test. Second, they were separated to three groups as high, medium and low. In 3 × 2 nested ANOVA design, one of the groups studied the multimedia designed in split attention type whereas the other had focused attention type design. As they finished the study task, they were given a recall task, which produced their recall performances. Data were analyzed by Nested ANOVA, t-Test and ANCOVA tests. The findings indicated that multimedia instructional designs were effective on recall performances. Learners showed higher recall performances in the multimedia learning environment in focused attention design. However, no significant difference was observed in learners’ recall performances when their STM spans were taken into account. Significant differences were observed between time spent in studying multimedia.

[1]  J. D. Fletcher,et al.  The Multimedia Principle. , 2005 .

[2]  P. Reimann,et al.  Saying the wrong thing: improving learning with multimedia by including misconceptions , 2007, J. Comput. Assist. Learn..

[3]  Richard Mayer,et al.  Multimedia Learning , 2001, Visible Learning Guide to Student Achievement.

[4]  Feza Orhan,et al.  Sosyal bilgiler dersinde çoklu ortamın öğrencilerin akademik başarıları ve derse karşı tutumları üzerindeki etkisi , 2002 .

[5]  R. Mayer,et al.  A Split-Attention Effect in Multimedia Learning: Evidence for Dual Processing Systems in Working Memory , 1998 .

[6]  John Sweller,et al.  The Cambridge Handbook of Multimedia Learning: The Split-Attention Principle in Multimedia Learning , 2005 .

[7]  Mireille Betrancourt,et al.  The Cambridge Handbook of Multimedia Learning: The Animation and Interactivity Principles in Multimedia Learning , 2005 .

[8]  Željko Širanović,et al.  Guidelines for Designing Multimedia Learning Materials , 2007 .

[9]  Slava Kalyuga,et al.  Managing split-attention and redundancy in multimedia instruction , 1999 .

[10]  G. E. Berrios,et al.  . New York: Cambridge , 2000 .

[11]  Stephen D. Sorden,et al.  A Cognitive Approach to Instructional Design for Multimedia Learning , 2005, Informing Sci. Int. J. an Emerg. Transdiscipl..

[12]  Siew Pei Hwa,et al.  Malaysian Perspective: Designing Interactive Multimedia Learning Environment for Moral Values Education , 2004, J. Educ. Technol. Soc..

[13]  R. Mayer,et al.  Aids to computer-based multimedia learning , 2002 .

[14]  Fred Paas,et al.  Making instructional animations more effective: a cognitive load approach , 2007 .

[15]  Matthias M. Müller,et al.  Sustained division of spatial attention to multiple locations within one hemifield , 2007, Neuroscience Letters.

[16]  Jennifer Summerville,et al.  The Role of Awareness of Cognitive Style in Hypermedia. , 1998 .

[17]  R. Mayer,et al.  Multimedia Learning: The Promise of Multimedia Learning , 2001 .

[18]  Patricia A. Alexander,et al.  Learning and study strategies : issues in assessment, instruction, and evaluation , 1988 .

[19]  J. Sweller.  COGNITIVE LOAD THEORY, LEARNING DIFFICULTY, AND INSTRUCTIONAL DESIGN , 1994 .

[20]  Alfred Bork,et al.  Multimedia in Learning , 2001 .

[21]  Richard E. Mayer,et al.  Principles for Managing Essential Processing in Multimedia Learning: Segmenting, Pre-training, and Modality Principles , 2005 .

[22]  M. Rinck,et al.  Multimedia learning: Working memory and the learning of word and picture diagrams , 2006 .

[23]  Wolfgang Schnotz,et al.  The Cambridge Handbook of Multimedia Learning: An Integrated Model of Text and Picture Comprehension , 2005 .

[24]  M. Malbrán.  The Cambridge Handbook of Multimedia Learning , 2007 .

[25]  J. Sweller.  Instructional Design Consequences of an Analogy between Evolution by Natural Selection and Human Cognitive Architecture , 2004 .

[26]  Katharina Scheiter,et al.  Explaining the split-attention effect: Is the reduction of extraneous cognitive load accompanied by an increase in germane cognitive load? , 2009, Comput. Hum. Behav..