Cognitive load in multimedia learning: The role of learner preferences and abilities

J. L. Plass, B. D. Homer

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

Two experiments are presented that examined the role of individual differences on cognitive load in multimedia learning. In Experiment 1, 103 students using a German multimedia software were allowed to look up visual and verbal annotations for unknown words. In Experiment 2, 152 students were assigned to one of four treatments in which they could use either verbal or visual annotations, both, or none. Providing a choice of annotation type resulted in increased learning, while assigning an annotation type led to higher cognitive load, resulting in reduced learning for low-ability learners. Results are in line with a Generative Theory of Multimedia Learning and Cognitive Load Theory, and have implications for the design of Web-based and multimedia learning environments.

Original languageEnglish (US)
Title of host publicationProceedings - International Conference on Computers in Education, ICCE 2002
PublisherInstitute of Electrical and Electronics Engineers Inc.
Pages564-568
Number of pages5
ISBN (Electronic)0769515096, 9780769515090
DOIs
StatePublished - 2002
EventInternational Conference on Computers in Education, ICCE 2002 - Auckland, New Zealand
Duration: Dec 3 2002Dec 6 2002

Publication series

NameProceedings - International Conference on Computers in Education, ICCE 2002

Other

OtherInternational Conference on Computers in Education, ICCE 2002
CountryNew Zealand
CityAuckland
Period12/3/0212/6/02

ASJC Scopus subject areas

  • Computer Networks and Communications
  • Computer Science Applications
  • Education

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