ERIC Number: ED477070
Record Type: RIE
Publication Date: 2002-Jun
Who Learns Best with Multiple Representations? Cognitive Theory Implications for Individual Differences in Multimedia Learning.
This paper presents a cognitive theory of multimedia learning from which predictions on individual differences in learning are derived and tested. Elementary students learned how to add and subtract integers with an interactive multimedia game that included visual and symbolic representations of the arithmetic procedure. They learned either with or without verbal guidance in their first language. Verbal guidance was expected to help minimize cognitive load, especially for students with low prior knowledge, low computer experience, and a less reflective cognitive style. The theoretical and practical implications of the results are discussed. (Contains 24 references.) (Author)
Descriptors: Cognitive Ability, Cognitive Development, Cognitive Measurement, Cognitive Processes, Cognitive Style, Computer Assisted Instruction, Computer Games, Elementary Education, Elementary School Mathematics, Elementary School Students, Individual Differences, Multimedia Materials
Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: firstname.lastname@example.org; Web site: http://www.aace.org/DL/.
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: In: ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (14th, Denver, Colorado, June 24-29, 2002); see IR 021 687.