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An eye-tracking study with 60 native Swedish speakers (18-30 years) was conducted to investigate the positive effects on learning outcomes predicted by the disfluency effect. Subtle low-pass filtering was used as a disfluency manipulation and compared with a control condition using regular text. The text was presented on four separate text presentation screens (TPSs), and eye movements were recorded. A free recall task was given 25 min later, and working memory capacity (WMC) was assessed to test if it would moderate learning outcomes. The disfluency manipulation had no effect on learning outcomes, total reading times on words or lines, first- or second-pass reading on lines, or average fixation durations. Moreover, the disfluency effect was not moderated by students' WMC or self-reported prior knowledge of the topic. However, an adaptation to the disfluency manipulation was found. Total reading times on both words and lines were shorter in TPS 1 and 2 in the disfluency condition compared with the control condition, whereas reading times were longer in TPS 3 and 4. It is discussed if failures to replicate the disfluency effect arise from material features, with positive adaptations to disfluency (i.e., higher effort investment) possibly requiring more comprehensive materials.

Video motion analysis allows tracing trajectories of objects in motion and is an established method in physics education. Tablet computers, with their integrated cameras, offer the opportunity to both record and analyze dynamic motions during experiments on a single device. This enables students to work without transitioning the data between camera and computer, but with ubiquitously available applications on mobile devices. This article describes a model experiment to examine Kepler's laws of motion using tablet computers with a video analysis application.

The present article reviews 42 studies investigating the role of sequencing of text and pictures for learning outcomes. Whereas several of the reviewed studies revealed better learning outcomes from presenting the picture before the text rather than after it, other studies demonstrated the opposite effect. Against the backdrop of theories on memory representations, these results are explained by a recency effect: that is, recall of information should be superior for the medium (text or picture) presented second, and thus, in closer temporal proximity to the assessment. As a consequence, the type of knowledge assessed (text-based vs. picture-based) and its congruence with the more recent medium should determine whether better learning results are found when presenting the picture or text first. Against the backdrop of theories on mental model construction, results were explained by a facilitation effect for the medium (text or picture) presented second. As a consequence, the relative complexity of information conveyed by the picture and by the text should determine which medium is better to be processed first, with less complex information being processed first leading to better comprehension. To conclude, the review suggests that it is not so much the sequence of text and pictures per se that affects learning outcomes than these boundary conditions (i.e., type of assessed knowledge, relative complexity of text, and picture). Accordingly, the present review seeks to stimulate further research along the boundary conditions to better understand the processes involved when learning with text and pictures.

Despite the general effectiveness of multimedia instruction, students do not always benefit from it. This study examined whether students' learning from multimedia can be improved by teaching them relevant learning strategies. On the basis of current theories and research on multimedia learning, the authors developed a strategy training for 9th-grade students. To evaluate it, 31 students received the aforementioned training and 33 students received placebo control training. After that, students completed a multimedia learning session on meiosis. Results showed that although the experimental training improved students' strategy knowledge, it had no effect on learning outcomes. Accordingly, students acquired strategy knowledge but did not apply it later. Implications for the design of multimedia strategy interventions and future research are discussed.