Multimedia learning and individual differences: Mediating the effects of working memory capacity with segmentation Export

@article{citeulike:2792991, abstract = {Research in multimedia learning lacks an emphasis on individual difference variables, such as working memory capacity (WMC). The effects of WMC and the segmentation of multimedia instruction were examined by assessing the recall and application of low (n=66) and high (n=67) working memory capacity students randomly assigned to either a segmented instruction (SI) or non-segmented instruction (NSI) version of a multimedia tutorial on historical inquiry. WMC was found to have a significant, positive effect on participants' recall and application scores; however, the use of segmentation mediated the effects of WMC to allow learners with lower WMC to recall and apply equal to those with higher WMC.}, address = {Educational Psychology at Virginia Tech, Department of Learning Sciences and Technology; Instructional Design and Technology at Virginia Tech, Department of Learning Sciences and Technology; Curriculum and Instruction at Virginia Tech, Department of Teaching and Learning}, author = {Lusk, Danielle L. and Evans, Amber D. and Jeffrey, Thomas R. and Palmer, Keith R. and Wikstrom, Chris S. and Doolittle, Peter E.}, citeulike-article-id = {2792991}, citeulike-linkout-0 = {http://www.blackwell-synergy.com/doi/abs/10.1111/j.1467-8535.2008.00848.x}, citeulike-linkout-1 = {http://dx.doi.org/10.1111/j.1467-8535.2008.00848.x}, citeulike-linkout-2 = {http://www3.interscience.wiley.com/cgi-bin/abstract/120119995/ABSTRACT}, doi = {10.1111/j.1467-8535.2008.00848.x}, issn = {1467-8535}, journal = {British Journal of Educational Technology}, keywords = {individual\_differences, multimedia, workingmemory}, number = {4}, pages = {636--651}, posted-at = {2008-05-13 04:42:31}, priority = {2}, title = {Multimedia learning and individual differences: Mediating the effects of working memory capacity with segmentation}, url = {http://dx.doi.org/10.1111/j.1467-8535.2008.00848.x}, volume = {40}, year = {2009} }

TY - JOUR ID - citeulike:2792991 L3 - citeulike-article-id:2792991 N2 - Research in multimedia learning lacks an emphasis on individual difference variables, such as working memory capacity (WMC). The effects of WMC and the segmentation of multimedia instruction were examined by assessing the recall and application of low (n=66) and high (n=67) working memory capacity students randomly assigned to either a segmented instruction (SI) or non-segmented instruction (NSI) version of a multimedia tutorial on historical inquiry. WMC was found to have a significant, positive effect on participants' recall and application scores; however, the use of segmentation mediated the effects of WMC to allow learners with lower WMC to recall and apply equal to those with higher WMC. IS - 4 JF - British Journal of Educational Technology SN - 1467-8535 AD - Educational Psychology at Virginia Tech, Department of Learning Sciences and Technology; Instructional Design and Technology at Virginia Tech, Department of Learning Sciences and Technology; Curriculum and Instruction at Virginia Tech, Department of Teaching and Learning EP - 651 TI - Multimedia learning and individual differences: Mediating the effects of working memory capacity with segmentation VL - 40 SP - 636 KW - individual_differences KW - multimedia KW - workingmemory AU - Lusk, Danielle AU - Evans, Amber AU - Jeffrey, Thomas AU - Palmer, Keith AU - Wikstrom, Chris AU - Doolittle, Peter PY - 2009/// UR - http://dx.doi.org/10.1111/j.1467-8535.2008.00848.x ER -