Name
Abstract | ||
|---|---|---|
In multimedia learning, adding written text to a diagram tends to hurt learning when the verbal information could instead be presented as narration. Explanations of this effect have been based on models of working memory. The current study employs eye tracking to explore an alternative explanation: that this effect stems from differences in perceptual processing instead. The results of this study suggest that accompanying diagrams with written text leads to perceptual (visual) overload. This finding represents an important distinction for explanations of multimedia learning effects. |
Year | DOI | Venue |
|---|---|---|
2010 | 10.1007/978-3-642-14600-8_36 | Diagrams |
Keywords | Field | DocType |
verbal information,current study,written text,important distinction,alternative explanation,perceptual processing,working memory,cognitive load theory,eye tracking | Learning effect,Computer science,Working memory,Perceptual learning,Diagram,Narrative,Eye tracking,Cognitive load,Perception,Multimedia | Conference |
Volume | ISSN | ISBN |
6170 | 0302-9743 | 3-642-14599-X |
Citations | PageRank | References |
1 | 0.35 | 1 |
Authors | ||
3 | ||
Name | Order | Citations | PageRank |
|---|---|---|---|
| Krista E. Deleeuw | 1 | 56 | 4.45 |
| Richard E. Mayer | 2 | 873 | 410.00 |
| Barry Giesbrecht | 3 | 68 | 8.58 |