Background: Past research has shown that seductive details (i.e., interesting, but irrelevant adjuncts in learning materials) hamper learning in short, instructor-paced learning sessions through impaired cognitive processing. Objectives: We integrate theory and research on multimedia learning and self-control to test whether detrimental effects of…

When analyzing classroom video, pre-service teachers can improve their professional vision, that is, their ability to notice important events in a classroom and to interpret them based on theoretical knowledge. However, learning with video is especially challenging for novice learners. Thus, video needs to be embedded into an instructional context…

Background: Previous research has shown that teachers hold misconceptions about multimedia learning (e.g., multimedia instruction needs to be adapted to students' learning styles), which may be at odds with evidence-based teaching. Objectives: Refutation texts are a classical method to reduce misconceptions and thus to stimulate conceptual change.…

Prior research indicates that student teachers frequently have misconceptions about multimedia learning. Our experiment with N = 96 student teachers revealed that, in contrast to standard texts, refutation texts are effective to address misconceptions about multimedia learning. However, there seems to be no added benefit of making…

To achieve deeper understanding when learning from multiple representations, learners should actively select, organize and integrate the relevant information from text and graphics within a coherent mental representation. However, as learners often fail to select and integrate all relevant information, especially from graphics, they need specific…

Visual displays are very frequently used in learning materials. Although visual displays have great potential to foster learning, they also pose substantial demands on learners so that the actual learning outcomes are often disappointing. In this article, we pursue three main goals. First, we identify the main difficulties that learners have when…

In this study, we present the newly developed "Misconceptions about Multimedia Learning Questionnaire" (MMLQ), we evaluate its psychometric properties (item difficulties, scale reliabilities, and internal structure), and we use it to examine the prevalence of four different misconceptions about multimedia learning in student teachers and…

We investigated the effects of rapid assessment tasks and different adaptive restudy prompts in multimedia learning. The adaptivity was based on rapid assessment tasks that were interspersed throughout a multimedia learning environment. In Experiment 1 (N = 52 university students), we analyzed to which extent rapid assessment tasks were reactive…

How can illustrations motivate learners in multimedia learning? Which features make illustrations interesting? Beside the theoretical relevance of addressing these questions, these issues are practically relevant when instructional designers are to decide which features of illustrations can trigger situational interest irrespective of individual…