Multimedia Learning in an Interactive Self-Explaining Environment: What Works in the Design of Agent-Based Microworlds?

2003/11/12 by Richard E. Mayer, Gayle T. Dow, Sarah Mayer · 16 citations
Psychology · Computer Science · #Visual and Cognitive Learning Processes #Advanced Text Analysis Techniques #Innovative Teaching and Learning Methods

paper · doi:10.1037/0022-0663.95.4.806

Abstract

Students learned about electric motors by asking questions and receiving answers from an on-screen pedagogical agent named Dr. Phyz who stood next to an on-screen drawing of an electric motor. Students performed better on a problem-solving transfer test when Dr. Phyz's explanations were presented as narration rather than on-screen text (Experiment 1), when students were able to ask questions and receive answers interactively rather than receive the same information as a noninteractive multimedia message (Experiments 2a and 2b), and when students were given a prequestion to guide their self-explanations during learning (Experiment 3). Deleting Dr. Phyz's image from the screen had no significant effect on problem-solving transfer performance (Experiment 4). The results are consistent with a cognitive theory of multimedia learning and yield principles for the design of interactive multimedia learning environments. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

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