Self-explaining and Individual Differences in Multimedia Learning
abstract: Multimodal presentations have been found to facilitate learning, however, may be a disadvantage for low spatial ability students if they require spatial visualization. This disadvantage stems from their limited capacity to spatially visualize and retain information from both text and diagr...
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ndltd-asu.edu-item-251312018-06-22T03:05:11Z Self-explaining and Individual Differences in Multimedia Learning abstract: Multimodal presentations have been found to facilitate learning, however, may be a disadvantage for low spatial ability students if they require spatial visualization. This disadvantage stems from their limited capacity to spatially visualize and retain information from both text and diagrams for integration. Similarly, working memory capacity (WMC) likely plays a key role in a learner's ability to retain information presented to them via both modalities. The present study investigated whether or not the act of self-explaining helps resolve deficits in learning caused by individual differences in spatial ability, working memory capacity, and prior knowledge when learning with text, or text and diagrams. No interactions were found, but prior knowledge consistently predicted performance on like posttests. The author presents methodological and theoretical explanations as to the null results of the present study. Dissertation/Thesis Gutierrez, Pedro J. (Author) Craig, Scotty D (Advisor) Branaghan, Russell (Committee member) Sanchez, Cristopher (Committee member) Arizona State University (Publisher) Cognitive psychology Experimental psychology Psychology diagrams learning Self-explaining Spatial ability text working memory capacity eng 105 pages M.S. Applied Psychology 2014 Masters Thesis http://hdl.handle.net/2286/R.I.25131 http://rightsstatements.org/vocab/InC/1.0/ All Rights Reserved 2014 |
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English |
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Dissertation |
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Cognitive psychology Experimental psychology Psychology diagrams learning Self-explaining Spatial ability text working memory capacity |
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Cognitive psychology Experimental psychology Psychology diagrams learning Self-explaining Spatial ability text working memory capacity Self-explaining and Individual Differences in Multimedia Learning |
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abstract: Multimodal presentations have been found to facilitate learning, however, may be a disadvantage for low spatial ability students if they require spatial visualization. This disadvantage stems from their limited capacity to spatially visualize and retain information from both text and diagrams for integration. Similarly, working memory capacity (WMC) likely plays a key role in a learner's ability to retain information presented to them via both modalities. The present study investigated whether or not the act of self-explaining helps resolve deficits in learning caused by individual differences in spatial ability, working memory capacity, and prior knowledge when learning with text, or text and diagrams. No interactions were found, but prior knowledge consistently predicted performance on like posttests. The author presents methodological and theoretical explanations as to the null results of the present study. === Dissertation/Thesis === M.S. Applied Psychology 2014 |
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Gutierrez, Pedro J. (Author) |
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Gutierrez, Pedro J. (Author) |
title |
Self-explaining and Individual Differences in Multimedia Learning |
title_short |
Self-explaining and Individual Differences in Multimedia Learning |
title_full |
Self-explaining and Individual Differences in Multimedia Learning |
title_fullStr |
Self-explaining and Individual Differences in Multimedia Learning |
title_full_unstemmed |
Self-explaining and Individual Differences in Multimedia Learning |
title_sort |
self-explaining and individual differences in multimedia learning |
publishDate |
2014 |
url |
http://hdl.handle.net/2286/R.I.25131 |
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1718700446190665728 |