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Multimedia learning and individual differences: Mediating the effects of working memory capacity with segmentation
Author(s) -
Lusk Danielle L.,
Evans Amber D.,
Jeffrey Thomas R.,
Palmer Keith R.,
Wikstrom Chris S.,
Doolittle Peter E.
Publication year - 2009
Publication title -
british journal of educational technology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.79
H-Index - 95
eISSN - 1467-8535
pISSN - 0007-1013
DOI - 10.1111/j.1467-8535.2008.00848.x
Subject(s) - recall , working memory , segmentation , psychology , cognitive psychology , computer science , multimedia , artificial intelligence , cognition , neuroscience
Research in multimedia learning lacks an emphasis on individual difference variables, such as working memory capacity (WMC). The effects of WMC and the segmentation of multimedia instruction were examined by assessing the recall and application of low (n=66) and high (n=67) working memory capacity students randomly assigned to either a segmented instruction (SI) or non‐segmented instruction (NSI) version of a multimedia tutorial on historical inquiry. WMC was found to have a significant, positive effect on participants' recall and application scores; however, the use of segmentation mediated the effects of WMC to allow learners with lower WMC to recall and apply equal to those with higher WMC.