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Multimedia learning: Cognitive individual differences and display design techniques predict transfer learning with multimedia learning modules

机译：多媒体学习：认知个体差异和显示设计技术利用多媒体学习模块预测转移学习

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摘要

In the wake of the information explosion and rapidly progressing technology [Mayer, R. E. (2001). Multimedia learning. Cambridge: University Press] formulated a theory that focused on human cognition, rather than technology capacity and features. By measuring the effect of cognitive individual differences and display design manipulations on performance, the current research evaluates the impact of multimedia combinations on college student transfer test performance. Results indicated that multimedia combination accounted for variance in transfer test scores beyond the impact of relevant cognitive individual differences. Findings demonstrated that text positioning and motion distraction accounted for the inferiority of transfer test performance in certain multimedia conditions. Research yields support for the notion that display design can split attention, increase cognitive load, and reduce transfer learning. Key design principles must be evaluated further before prescriptive guidelines for educational multimedia can be solidified.
机译：随着信息爆炸和技术的飞速发展[Mayer，R. E.（2001）。多媒体学习。剑桥：大学出版社]提出了一种侧重于人类认知而不是技术能力和特征的理论。通过测量认知个体差异和显示设计操作对表现的影响，当前的研究评估了多媒体组合对大学生转学测成绩的影响。结果表明，多媒体组合占了转移测试分数方差的超出了相关认知个体差异的影响。研究结果表明，在某些多媒体条件下，文本定位和动作分散引起了传递测试性能的劣势。研究支持以下观点：显示设计可以分散注意力，增加认知负担并减少迁移学习。在巩固多媒体教学的指导原则之前，必须进一步评估关键设计原则。

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