.png){kind=icon}
返回
Maximizing constructivist learning from multimedia communications by minimizing cognitive load
.png){kind=icon}
PRE
AI
DOI：10.1037/0022-0663.91.4.638.png)
.png){kind=icon}
原文求助.png){kind=icon}
分享.png){kind=icon}
收藏
摘要
En 中文
Students viewed an animation depicting either the process of lightning formation or how car brakes work and listened to a corresponding narration describing the steps. The entire animation and narration were presented at the same time (concurrent), the entire narration was presented before or after the entire animation (successive large bites), or short portions of the narration were presented before or after corresponding short portions of the animation for each successive portion of the presentation (successive small bites). Overall, the concurrent and successive small bites groups performed significantly better than the successive large bites groups on remembering the explanation in words (retention), generating solutions to transfer problems (transfer), and selecting verbal labels for elements in a line drawing (matching), but they did not differ significantly from each other. Results are consistent with a dual-process model of working memory in which learners are more likely to construct connections between words and corresponding pictures when they are held in working memory at the same time.
Keyword:
WORKING-MEMORY
AI总结
对已上传原文的论文进行重点信息的提取，主要内容包括：简要概述、研究摘要、背景介绍、关键亮点、图文解析、展望与总结。
