The Appraisal Principle in Multimedia Learning: Impact of Appraisal Processes, Modality, and Codality

Abstract

This paper presents two experiments examining the influences of media-specific appraisal and attribution on multimedia learning. The first experiment compares four different versions of learning material (text, text with images, animation with text, and animation with audio). Results reveal that the attributed type of appraisal, (i.e., the subjective impression of whether a medium is easy or difficult to learn with) impacts invested mental effort and learning outcomes. Though there was no evidence for the modality effect in the first experiment, we were able to identify it in a second study. We were also able to replicate appraisal and attribution findings from study 1 in study 2: if media appraisal leads to the result that learning with a specific medium is difficult, more mental effort will be invested in information processing. Consequently, learning outcomes are better, and learners are more likely to attribute knowledge acquisition to their own abilities. Outcomes also indicate that the modality effect can be explained by avoidance of split-attention rather than modality-specific information processing in working memory.

Effects of Cognitive and Metacognitive Prompts on Learning Performance in Digital Learning Environments

“…The Expectancy-Value Theory of Eccles and Wigfield [39] also showed that task value, perceived self-efficacy, anticipated effort, and task difficulty play a major role in learners' motivation. Confronted with a learning task, individuals weigh the costs-invested time and effort-against the values of task completion [40,41]. Whether learners feel capable of solving a task depends on their prior knowledge and their academic self-concept.…”