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How to support learning with multimedia instruction: Implementation intentions help even when load is high.
- Source :
- British Journal of Psychology; May2023, Vol. 114 Issue 2, p315-334, 20p, 1 Diagram, 4 Charts, 1 Graph
- Publication Year :
- 2023
-
Abstract
- There is ample evidence that multimedia learning is challenging, and learners often underutilize appropriate cognitive processes. Previous research has applied prompts to promote the use of helpful cognitive processing. However, prompts still require learners to regulate their learning, which may interfere with learning, especially in situations where cognitive demands are already high. As an alternative, implementation intentions (i.e. ifâthen plans) are expected to help regulate behaviour automatically due to their specific wording, thereby offloading demands. Accordingly, this study aimed at investigating whether implementation intentions compared with prompts improve learning performance, especially under high cognitive load. Students (N = 120) learned either in a control condition without instructional support, with prompts, or with implementation intentions. Within each condition, half of the participants studied the multimedia instruction under conditions of either high or low cognitive load, which was experimentally manipulated by instructing them to perform one of two secondary tasks. In line with our hypotheses, the results showed that under low cognitive load, both prompts and implementation intentions led to better learning than the control condition. By contrast, under high cognitive load, only implementation intentions promoted learning. Thus, implementation intentions are an efficient means to promote learning even under challenging circumstances. [ABSTRACT FROM AUTHOR]
- Subjects :
- COLLEGE students
TEACHING methods
MULTIMEDIA systems
ANALYSIS of variance
SELF-control
MOTIVATION (Psychology)
SELF-evaluation
MULTIVARIATE analysis
MULTIPLE regression analysis
COGNITION
TASK performance
LEARNING strategies
EDUCATIONAL psychology
RANDOMIZED controlled trials
PRE-tests & post-tests
HEALTH literacy
CELL division
CRONBACH'S alpha
RESEARCH funding
SCALE analysis (Psychology)
QUESTIONNAIRES
STATISTICAL sampling
DATA analysis software
EDUCATIONAL outcomes
Subjects
Details
- Language :
- English
- ISSN :
- 00071269
- Volume :
- 114
- Issue :
- 2
- Database :
- Complementary Index
- Journal :
- British Journal of Psychology
- Publication Type :
- Academic Journal
- Accession number :
- 162972087
- Full Text :
- https://doi.org/10.1111/bjop.12620