Recent findings from psychological studies have shown that emotional arousal improves human memory. However, more evidence is necessary if these results are generalisable to multimedia learning environments. Considering these needs, the study has the goal to examine the effect of emotional arousal on multimedia learning. Fifty-seven participants…

This study explored the effects of modality, redundancy, and signaling principles in multimedia learning with abstract and concrete representations of an animation on learning in real middle school settings. Based on these principles of the cognitive theory of multimedia learning, ten types of treatment conditions were tested with a pre-test and…

This study examined whether instructional humor (IH) was not just another type of seductive detail when covariates such as humor pre-disposition, prior-knowledge, and working memory capacity were controlled. Participants were students (N = 228) from universities who were randomly assigned two stimuli conditions in the classic experimental design.…

The segmenting effect states that people learn better when multimedia instructions are presented in (meaningful and coherent) learner-paced segments, rather than as continuous units. This meta-analysis contains 56 investigations including 88 pairwise comparisons and reveals a significant segmenting effect with small to medium effects for retention…

Recent research on multimedia learning has considered the integration of cognitive and affective aspects of media processing. The literature suggests that learners' emotions influence the effectiveness of multimedia learning, which is explained by the cognitive-affective theory of learning with media (CATLM). A multimedia design that changes…

Anticipation Guides (AGs) help learners to activate prior knowledge before an instructional unit. As a pre-learning strategy, AGs motivate learners to explore learning materials by challenging, activating, or corroborating their prior knowledge and predictions about a subject. While AGs have mostly been used in reading instruction, in this study,…

Emotional designing describes the elicitation of positive affect during learning through specific design elements of the learning environment to enhance learning. This experimental study examined the effectivity of an emotional design procedure on learning performance. Moreover, the learner's affective states before learning were taken into…

The Cognitive-Affective Theory of Learning with Media postulates that affective factors as well as individual learner characteristics impact multimedia learning. The present study investigated how experimentally induced positive and negative emotions influence multimedia learning and how learner characteristics moderated this impact. Results…

This study investigates secondary-task interference on eye movements through learning with multimedia. We focus on the relationship between the influence of the secondary task on the eye movements of learners, and the learning outcomes as measured by retention, matching, and transfer. Half of the participants performed a spatial tapping task while…

This study explores the effectiveness of the sequential use of lectures and video podcasting in higher education. Drawing together several theories, this paper examines the influence of student's perceived prior knowledge gained from lectures and technology acceptance model-related variables on student's self-reported assimilation of new material…

For the fortieth time, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Jacksonville, Florida. The Proceedings of AECT's Convention are published in two volumes.…

Many medical schools have developed computer-based, multimedia learning environments to fill the knowledge gap and provide common cases and resources to students. However, considering that multimedia in education may impede effective learning if the characteristics of learners and tasks are not considered thoroughly in instructional design, it is…

The focus of this special issue is on the cognitive load underlying processes of interactive knowledge construction in a wide range of instructional multimedia platforms. Multimedia comprehension involves the parallel processing of auditory-verbal and visual-pictorial channels within working memory. By means of integrating multimodal information,…

Users of educational hypertext are faced with the challenge of creating meaning both within and between texts. Cohesion is an important factor contributing to whether a reader is able to capture meaning and comprehend text. When readers are required to fill in conceptual gaps in text, comprehension can fail if they do not have sufficient…

Examines how different internal learner characteristics (prior knowledge, self efficacy, and interest) and different external constraints (learner control, instructional design, and level of control) influence the learning process. Discusses learning from multimedia environments (video, hypertext, kiosk, and other hypermedia) within a schema…