Multimedia learning and individual differences: Mediating the effects of working memory capacity with segmentation

Abstract

Research in multimedia learning lacks an emphasis on individual difference variables, such as working memory capacity (WMC). The effects of WMC and the segmentation of multimedia instruction were examined by assessing the recall and application of low (n = 66) and high (n = 67) working memory capacity students randomly assigned to either a segmented instruction (SI) or non-segmented instruction (NSI) version of a multimedia tutorial on historical inquiry. WMC was found to have a significant, positive effect on participants' recall and application scores; however, the use of segmentation mediated the effects of WMC to allow learners with lower WMC to recall and apply equal to those with higher WMC.

Cognitive load theory, educational research, and instructional design: some food for thought

“…Exceptions can be found in work by van Gerven et al (2002van Gerven et al ( , 2004, who used a computation span test to control for working memory capacity between experimental groups. Another recent example is a study by Lusk et al (2009), who measured participants' individual working memory capacity with the OSPAN test and assessed the effects of segmentation of multimedia material in relation to working memory capacity. They found that students with high working memory capacity recalled more than students with low working memory capacity and generated more valid interpretations of the material presented.…”

The Import of Knowledge Export: Connecting Findings and Theories of Transfer of Learning

“…This worked-example effect is typically explained in terms of learners having the opportunity to develop meaningful schemas without having unnecessary demands placed on their cognitive processing. Other research has shown that learning can benefit from manipulations such as removing irrelevant, distracting content (e.g., Garner et al, 1989), using cues to direct attention to relevant content (e.g., Lorch, 1989;Mautone & Mayer, 2001), allowing learners to pace their own training in order allow sufficient processing time (e.g., Lusk et al, 2009;Mayer & Chandler, 2001), and "pretraining" students on relevant subcomponents of a system prior to the complete training phase (e.g., Mayer, Mathias, & Wetzell, 2002;Pollock, Chandler, & Sweller, 2002).…”

Navigation and Comprehension of Digital Expository Texts: Hypertext Structure, Previous Domain Knowledge, and Working Memory Capacity

“…For example, Lusk and colleagues (Lusk, Evans, Jeffrey, Palmer, Wikstrom, & Doolittle, 2009) studied the effects of segmenting multimedia presentations, allowing learners to pace their own training instead of watching a video. Working memory capacity was assessed with the Operation Span test.…”