The more total cognitive load is reduced by cues, the better retention and transfer of multimedia learning: A meta-analysis and two meta-regression analyses

Wang, Fuxing; Hao, Yanbin; Chen, Jiaxue; An, Jing; Wang, Yuxin; Liu, Huashan

doi:10.1371/journal.pone.0183884

Cited by 44 publications

(33 citation statements)

References 62 publications

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“…It has been suggested that the built-in markers on AR images provide visual cues to trigger the display of virtual information. These cues are not intended to provide new information, but to give attentional guidance that encourages the user to take action, thereby reducing cognitive overload [ 29 , 30 ].…”

Section: Discussionmentioning

confidence: 99%

Introducing Augmented Reality Technology to Enhance Learning in Pharmacy Education: A Pilot Study

et al. 2020

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There is increasing use of augmented reality (AR) technology, which combines the virtual and real world, in the tertiary education sector. AR enables flexibility in student learning, since this technology may be used in the face to face setting and may also be accessed by students at any time outside of this setting. The purpose of this study was to develop an AR tool and investigate its effectiveness for learning about the medication naloxone using AR in a MagicBook; and determine student opinions on its acceptability and usability. Using a sequential explanatory, mixed method design, 25 undergraduate pharmacy students were recruited to participate in the study. Pre- and post-tests were used to measure changes in knowledge and a survey was used to collect information on the usability and acceptability of AR for learning. The findings of the study indicated that AR technology was able to support student learning on the chosen topic, showing 42% improvement in quiz score p < 0.0001, and that students found using AR was stimulating, interactive, engaging and easy to follow. Thus, AR technology could be an effective way to enhance student learning about medicines.

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Section: Discussionmentioning

confidence: 99%

Introducing Augmented Reality Technology to Enhance Learning in Pharmacy Education: A Pilot Study

et al. 2020

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“…Even so, the aim was to stimulate debate within the development team about each step. There might not be an optimal educational strategy for each scenario, but the use of cognitive load theory and multimedia learning theory seems useful in daily practice [27,35,36]. We believe that the benefit of these models is not only in the sound theory behind them, but also that they are specific enough to provide easy-to-follow instructional principles.…”

Section: Discussionmentioning

confidence: 99%

A 9-Step Theory- and Evidence-Based Postgraduate Medical Digital Education Development Model: Empirical Development and Validation

Leeuw¹,

Scheele²,

Walsh

et al. 2019

JMIR Med Educ

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BackgroundDigital education tools (e-learning, technology-enhanced learning) can be defined as any educational intervention that is electronically mediated. Decveloping and applying such tools and interventions for postgraduate medical professionals who work and learn after graduation can be called postgraduate medical digital education (PGMDE), which is increasingly being used and evaluated. However, evaluation has focused mainly on reaching the learning goals and little on the design. Design models for digital education (instructional design models) help educators create a digital education curriculum, but none have been aimed at PGMDE. Studies show the need for efficient, motivating, useful, and satisfactory digital education.ObjectiveOur objective was (1) to create an empirical instructional design model for PGMDE founded in evidence and theory, with postgraduate medical professionals who work and learn after graduation as the target audience, and (2) to compare our model with existing models used to evaluate and create PGMDE.MethodsPreviously we performed an integrative literature review, focus group discussions, and a Delphi procedure to determine which building blocks for such a model would be relevant according to experts and users. This resulted in 37 relevant items. We then used those 37 items and arranged them into chronological steps. After we created the initial 9-step plan, we compared these steps with other models reported in the literature.ResultsThe final 9 steps were (1) describe who, why, what, (2) select educational strategies, (3) translate to the real world, (4) choose the technology, (5) complete the team, (6) plan the budget, (7) plan the timing and timeline, (8) implement the project, and (9) evaluate continuously. On comparing this 9-step model with other models, we found that no other was as complete, nor were any of the other models aimed at PGMDE.ConclusionsOur 9-step model is the first, to our knowledge, to be based on evidence and theory building blocks aimed at PGMDE. We have described a complete set of evidence-based steps, expanding a 3-domain model (motivate, learn, and apply) to an instructional design model that can help every educator in creating efficient, motivating, useful, and satisfactory PGMDE. Although certain steps are more robust and have a deeper theoretical background in current research (such as education), others (such as budget) have been barely touched upon and should be investigated more thoroughly in order that proper guidelines may also be provided for them.

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“…Four recent meta-analyses (Alpizar et al, 2020 ; Richter et al, 2016 ; Schneider et al, 2018 ; Xie et al, 2017 ) reported significant small to large effect sizes (Kraft, 2020 ), for both retention and transfer scores, indicating that instructional multimedia with signals was more effective than the formats without signaling features. In addition to these effects with multimedia materials, the positive effects of signaling have also been observed with text-only passages, as described below.…”

Section: Problem: Materials Does Not Emphasize Essential Informationmentioning

confidence: 99%

Five Strategies for Optimizing Instructional Materials: Instructor- and Learner-Managed Cognitive Load

et al. 2021

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Researchers of cognitive load theory and the cognitive theory of multimedia learning have identified several strategies to optimize instructional materials. In this review article we focus on five of these strategies or solutions to problematic instructional designs in multimedia learning: (a) the multimedia principle (use visualizations and drawings to complement texts); (b) the split-attention effect or spatial contiguity principle (show texts contiguously or integrated with visualizations); (c) the redundancy effect, alike the coherence principle (remove nonessential learning information); (d) the signaling principle (cue or signal essential learning information); and (e) the transient information effect or segmenting principle (segment or control the pace of animations and videos). Usually, both cognitive theories have investigated solutions that instructors, teachers, and designers should pursue to optimize students’ learning. Here, in a novel approach, we show that these strategies can also be used by learners who want to self-manage their cognitive load and learning process. We provide several examples of both instructor- and learner-managed solutions aligned with these strategies. When assessing which agent, either the instructor or the learner, was most effective, we observed mixed results in the literature. However, the expertise reversal effect may help predict the direction of these effects: novice students may learn better under instructor-managed conditions, whereas more expert students may learn more under learner-managed conditions.

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The more total cognitive load is reduced by cues, the better retention and transfer of multimedia learning: A meta-analysis and two meta-regression analyses

Cited by 44 publications

References 62 publications

Introducing Augmented Reality Technology to Enhance Learning in Pharmacy Education: A Pilot Study

Introducing Augmented Reality Technology to Enhance Learning in Pharmacy Education: A Pilot Study

A 9-Step Theory- and Evidence-Based Postgraduate Medical Digital Education Development Model: Empirical Development and Validation

Five Strategies for Optimizing Instructional Materials: Instructor- and Learner-Managed Cognitive Load

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