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50 Years of ERIC
50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ497092
Record Type: CIJE
Publication Date: 1994
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-0663
For Whom Is a Picture Worth a Thousand Words? Extensions of a Dual-Coding Theory of Multimedia Learning.
Mayer, Richard E.; Sims, Valerie K.
Journal of Educational Psychology, v86 n3 p389-401 Sep 1994
In 2 experiments, 162 high- and low-spatial ability students viewed a computer-generated animation and heard a concurrent or successive explanation. The concurrent group generated more creative solutions to transfer problems and demonstrated a contiguity effect consistent with dual-coding theory. (SLD)
Descriptors: College Students, Computer Assisted Instruction, Computer Simulation, Higher Education, Learning Theories, Multimedia Instruction, Spatial Ability, Transfer of Training
Publication Type: Reports - Research; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Contiguity Theory of Learning; Dual Coding Theory