Supporting Visual and Verbal Learning Preferences in a Second-Language Multimedia Learning Environment Export

@article{citeulike:4140226, abstract = {English-speaking college students who were enrolled in a German course read a 762-word German language story presented by a computer program. For key words in the story, students could choose to see a translation on the screen in English (i.e., verbal annotation) or view a picture or video clip representing the word (i.e., visual annotation), or both. Students remembered word translations better when they had selected both visual and verbal annotations during learning than only 1 or no annotation; students comprehended the story better when they had the opportunity to receive their preferred mode of annotation. Results are consistent with a generative theory of multimedia learning that assumes that learners actively select relevant verbal and visual information, organize the information into coherent mental representations, and integrate these newly constructed visual and verbal representations with one another.}, author = {Plass, Jan L. and Chun, Dorothy M. and Mayer, Richard E. and Leutner, Detlev}, citeulike-article-id = {4140226}, citeulike-linkout-0 = {http://dx.doi.org/10.1037/0022-0663.90.1.25}, citeulike-linkout-1 = {http://psycontent.metapress.com/content/9426v2326w24560l}, day = {1}, doi = {10.1037/0022-0663.90.1.25}, journal = {Journal of Educational Psychology}, keywords = {class6, e192174, education, individualdifferences, instructional\_design, media, plass}, month = {March}, number = {1}, pages = {25--36}, posted-at = {2009-03-06 03:53:31}, priority = {2}, title = {Supporting Visual and Verbal Learning Preferences in a Second-Language Multimedia Learning Environment}, url = {http://dx.doi.org/10.1037/0022-0663.90.1.25}, volume = {90}, year = {1998} }

TY - JOUR ID - citeulike:4140226 L3 - citeulike-article-id:4140226 N2 - English-speaking college students who were enrolled in a German course read a 762-word German language story presented by a computer program. For key words in the story, students could choose to see a translation on the screen in English (i.e., verbal annotation) or view a picture or video clip representing the word (i.e., visual annotation), or both. Students remembered word translations better when they had selected both visual and verbal annotations during learning than only 1 or no annotation; students comprehended the story better when they had the opportunity to receive their preferred mode of annotation. Results are consistent with a generative theory of multimedia learning that assumes that learners actively select relevant verbal and visual information, organize the information into coherent mental representations, and integrate these newly constructed visual and verbal representations with one another. IS - 1 JF - Journal of Educational Psychology EP - 36 TI - Supporting Visual and Verbal Learning Preferences in a Second-Language Multimedia Learning Environment VL - 90 SP - 25 KW - class6 KW - e192174 KW - education KW - individualdifferences KW - instructional_design KW - media KW - plass AU - Plass, Jan AU - Chun, Dorothy AU - Mayer, Richard AU - Leutner, Detlev PY - 1998/03/01/ UR - http://dx.doi.org/10.1037/0022-0663.90.1.25 ER -