Incorporating Learner Experience into the Design of Multimedia Instruction.

By Slava Kalyuga, Paul Chandler, John Sweller. 2000

506 citations recorded by the source corpus.

In Experiment 1, inexperienced trade apprentices were presented with one of four alternative instructional designs: a diagram with visual text, a diagram with auditory text, a diagram with both visual and auditory text, or the diagram only. An auditory presentation of text proved superior to a visual-only presentation but not when the text was presented in both auditory and visual forms. The diagram-only format was the least intelligible to inexperienced learners. When participants became more experienced in the domain after two specifically designed training sessions, the advantage of a visual diagram-auditory text format disappeared. In Experiment 2, the diagram-only group was compared with the audio-text group after an additional training session. The results were the reverse of those of Experiment 1: The diagram-only group outperformed the audio-text group. Suggestions are made for multimedia instruction that takes learner experience into consideration. The experiments reported in this article were designed to test some hypotheses generated on the basis of cognitive load theory (see Sweller, 1999, and Sweller, van Merrienboer, & Paas, 1998, for a recent review of the theoretical model). Central to the theory is the notion that working memory limitations should be a major consideration when designing instruction. Although working memory considerations are often overlooked, storage and processing limita

Subfields: Artificial Intelligence, Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/f52f6f23406ce59fa51f0259b990d1dd8273190c

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Citations in the corpus

Expertise Differences in the Comprehension of Visualizations: a Meta-Analysis of Eye-Tracking Research in Professional Domains (2011, background): “(Ginns 2005; Moreno and Mayer 1999), and partly induce expertise reversal effects (Kalyuga 2007; Kalyuga et al. 2000), we assumed that expertise differences in eye movement characteristics were smaller for static, schematic, or two-dimensional visualizations that used dual modality or text annotatio”
Instructional Design Consequences of an Analogy between Evolution by Natural Selection and Human Cognitive Architecture (2004, background): “There are now many experiments demonstrating the effect (see Kalyuga, Chandler and Sweller 1998; Yeung, Jin and Sweller 1998; Kalyuga, Chandler and Sweller 2000; Kalyuga, Chandler, Tuovinen and Sweller 2001; Kalyuga, Chandler and Sweller 2001; Tuovinen and Sweller 1999; McNamara, Kintsch, E., Song”
Measuring Knowledge to Optimize Cognitive Load Factors During Instruction. (2004, background): “Kalyuga, Chandler, and Sweller (1998, 2000, 2001), Kalyuga, Chandler, Tuovinen, and Sweller (2001), and Tuovinen and Sweller (1999) found that procedures and techniques designed to reduce working memory overload, such as integrating textual explanations into diagrams to minimize split attention,…”
Expertise reversal effect and its instructional implications: introduction to the special issue (2010, background): “However, further studies with more advanced learners indicated that with the development of learner knowledge in a domain, such procedures and techniques often became unnecessary or even detrimental ( Kalyuga et al. 1998, 2000, 2001; Renkl 1997; Renkl and Atkinson 2003; Renkl et al. 2002).”
Cognitive Load Theory and the Role of Learner Experience: An Abbreviated Review for Educational Practitioners (2008, methodology): “Subjective selfratings of cognitive load were chosen because they are easy to implement, do not interfere with the primary instructional task, and have been used successfully in previous CLT research (Kalyuga et al., 2000; Paas & van Merriënboer, 1994).”
Learning from Text with Diagrams: Promoting Mental Model Development and Inference Generation. (2006, background): “Kalyuga et al. (2000) found that the form of multimedia representation that is most useful for learners can change as participants become more knowledgeable in a domain.”
Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions (2005, background): “Kalyuga et al. (2000) found that among novices, dual mode, auditory/visual presentations were superior to visual only presentations, demonstrating the modality effect.”