The current study investigated L2-based assumptions of the Cognitive Theory of Multimedia Learning and Cognitive Load Theory for the multimedia, modality, and redundancy principles. In this non-equivalent groups quasi-experimental design study, four groups of Turkish-speaking teacher trainees of the English language received a 12-minute non-paced…

Based on previous research on multimedia learning and text comprehension, an eye-tracking study was conducted to examine the influence of audio text coherence on visual attention and memory in a multimedia learning situation with a focus on picture comprehension. Audio text coherence was manipulated by the type of LDI structure, that is, whether…

The development of education is growing, and the technology-infused lesson is a powerful tool to attract pupils' attention, especially in reading. This approach can be seen as an adaptive movement to equip the learning process and the fourth industrial revolution. Nowadays, the demand of the technology-infused lesson is increasing as it is proven…

The purpose of the study reported on in this paper was to design and test multimedia for deaf and hard of hearing (DHH) learners. The study focused on counting, addition and subtraction with grade one (age 7) DHH learners in Thailand. The multimedia created for the study was informed by design considerations for DHH learners of arithmetic and…

Learning by example is nothing new to the education landscape. Research into think-aloud protocols, though often used as a form of assessment rather than instruction, provided practical, content-specific literacy strategies for crafting the instructional intervention in this study. Additionally, research into worked examples--from the earliest…

The ability to flexibly allocate attention to goal-relevant information is pivotal for the completion of high-level cognitive processes. For instance, in comprehending illustrated texts, the reader permanently has to switch the attentional focus between the text and the corresponding picture in order to extract relevant information from both…

Despite numerous studies on reading and multimedia comprehension, the usage of text and picture with different reading strategies has rarely become a focus of research. The current study aims to explore whether the usage of text differs from the usage of picture when readers follow different strategies of knowledge acquisition. In a…

Teachers experience difficulty demonstrating prediction strategies and leading discussions in traditional classrooms. It is also unclear whether online discussion can contribute to reading comprehension. The purpose of this study is to create an online reading system to investigate whether learners can acquire reading strategies and enhance their…

It is important for children to develop knowledge of words' meanings from a young age because vocabulary development has an impact on their reading comprehension and academic success as they get older. Some children come to school knowing far fewer words than others. Hart and Risley studied young children's vocabulary development and found that…

Among his many accomplishments in educational psychology, Merlin C. Wittrock is perhaps best remembered for his enduring contributions to the science of learning. His vision of how learning works is best explicated in articles published in "Educational Psychologist" (Wittrock, 1974, 1978, 1989, 1991, 1992), beginning with his classic 1974 article,…

This article reviews the multimedia instructional design literature based on cognitive load theory (CLT) in the context of foreign language learning. Multimedia are of particular importance in language learning materials because they incorporate text, image, and sound, thus offering an integrated learning experience of the four language skills…

Discusses how second-language reading research is focusing increasingly on the cognitive processes involved in reading--the interaction of lower-level, bottom-up processes such as vocabulary acquisition with high-level, top-down processes such as activating prior knowledge. This knowledge is combined with current research on learning with…

Describes the development of an approach to reading comprehension by teaching 9- and 10-year-old language-disabled and learning-disabled children to think about their thinking. The juxtaposition of reading books and watching videos of the same stories stimulates these children to process written information into a sequence that communicates…