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Doolittle, Peter E.; Bryant, Lauren H.; Chittum, Jessica R. – British Journal of Educational Technology, 2015
The construction of asynchronous learning environments often involves the creation of self-paced multimedia instructional episodes that provide the learner with control over the pacing of instruction (segmentation); however, does the amount of segmentation impact learning? This study explored the effects of the degree of segmentation on recall and…
Descriptors: Multimedia Instruction, Asynchronous Communication, Pacing, Learner Controlled Instruction
Doolittle, Peter E.; Mariano, Gina J. – Journal of Educational Multimedia and Hypermedia, 2008
The present study examined the effects of individual differences in working memory capacity (WMC) on learning from an historical inquiry multimedia tutorial in stationary versus mobile learning environments using a portable digital media player (i.e., iPod). Students with low (n = 44) and high (n = 40) working memory capacity, as measured by the…
Descriptors: Physical Activities, Recall (Psychology), Short Term Memory, Multimedia Instruction
McNeill, Andrea L.; Doolittle, Peter E.; Hicks, David – Journal of Interactive Online Learning, 2009
The purpose of this study was to assess the effects of training, modality, and redundancy on the participants' ability to apply and recall a historical inquiry strategy. An experimental research design was utilized with presentation mode as the independent variable and strategy application and strategy recall as the dependent variables. The…
Descriptors: Research Design, Multimedia Instruction, History, Inquiry
Lusk, Danielle L.; Evans, Amber D.; Jeffrey, Thomas R.; Palmer, Keith R.; Wikstrom, Chris S.; Doolittle, Peter E. – British Journal of Educational Technology, 2009
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…
Descriptors: Recall (Psychology), Individual Differences, Short Term Memory, History Instruction