Expository multimedia comprehension in E‐learning: Presentation format, verbal ability and working memory capacity.
Most of the studies establishing factors affecting digital text and multimedia comprehension have been conducted in controlled conditions. The present study sought to test and extend the modality and seductive details effects, and the role of verbal ability and working memory capacity, to a remote,...
| Published in: | Journal of Computer Assisted Learning Vol. 37; no. 3; pp. 797 - 810 |
|---|---|
| Main Authors: | , , , |
| Format: | pictorial research tables/charts Journal Article |
| Published: |
Wiley-Blackwell
Jun2021
|
| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=150251502&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 150251502 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Jun2021 vid: 37 iid: 3 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 150251502 148267342 150251502 150251502 10.1111/jcal.12524 150251502 ppf: 797 ppct: 13 formats: tig: atl: Expository multimedia comprehension in E‐learning: Presentation format, verbal ability and working memory capacity. aug: au: Burin, Debora I. González, Federico M. Martínez, Magali Marrujo, Jonathan G. affil: Facultad de Psicología, Instituto de Investigaciones, Universidad de Buenos Aires, Ciudad de Buenos Aires, Argentina sug: subj: Online Education Work Capacity Evaluation Multimedia Human Students, Undergraduate Communication Skills ab: Most of the studies establishing factors affecting digital text and multimedia comprehension have been conducted in controlled conditions. The present study sought to test and extend the modality and seductive details effects, and the role of verbal ability and working memory capacity, to a remote, self‐paced, E‐learning scenario. Two hundred and thirteen first‐year undergraduates read or watched videos about scientific expository content in three formats: digital text (written expository texts, navigated in seven screens), presentation video (audio explanation, with written keywords), and presentation video with dynamic decorative images (audio explanation, written keywords, and dynamic decorative and irrelevant images). In a face‐to‐face session, they completed working memory and verbal ability tests. Comprehension performance was similar for the three conditions. For the multimedia videos with dynamic decorative irrelevant images, comprehension depended on working memory capacity. Verbal ability was relevant for both expository text and videos. Lay Description: What is already known about this topic: Verbal abilities and working memory affect digital expository text comprehension.Multimedia comprehension is better when explanations are narrated rather than written.Decorative, salient, irrelevant images in multimedia affect comprehension.Multimedia effects might be different in more naturalistic settings. What this paper adds: Tested effects in a self‐regulated, at home, E‐learning scenario.Similar comprehension with text and video.Effects of decorative, salient, irrelevant images depended on working memory capacity.Comprehension of text and video affected by verbal ability. Implications for practice and/or policy: Multimedia principles work differently in remote E‐learning settings.Decorative images to capture attention in video hinder learning for some students.Even in an unsupervised, remote setting, comprehension depends on verbal ability. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|