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The efficiency of multimedia learning into old age
Author(s) -
Gerven Pascal W.M.,
Paas Fred,
Merriënboer Jeroen J.G.,
Hendriks Maaike,
Schmidt Henk G.
Publication year - 2003
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1348/000709903322591208
Subject(s) - multimedia , working memory , cognition , cognitive load , animation , test (biology) , psychology , age groups , sample (material) , computer science , cognitive psychology , paleontology , chemistry , computer graphics (images) , demography , chromatography , neuroscience , sociology , biology
Background: On the basis of a multimodal model of working memory, cognitive load theory predicts that a multimedia‐based instructional format leads to a better acquisition of complex subject matter than a purely visual instructional format. Aims: This study investigated the extent to which age and instructional format had an impact on training efficiency among both young and old adults. It was hypothesised that studying worked examples that are presented as a narrated animation (multimedia condition) is a more efficient means of complex skill training than studying visually presented worked examples (unimodal condition) and solving conventional problems. Furthermore, it was hypothesised that multimedia‐based worked examples are especially helpful for elderly learners, who have to deal with a general decline of working‐memory resources, because they address both mode‐specific working‐memory stores. Sample: The sample consisted of 60 young (mean age = 15.98 years) and 60 old adults (mean age = 64.48 years). Methods: Participants of both age groups were trained in either a conventional, a unimodal, or a multimedia condition. Subsequently, they had to solve a series of test problems. Dependent variables were perceived cognitive load during the training, performance on the test, and efficiency in terms of the ratio between these two variables. Results: Results showed that for both age groups multimedia‐based worked examples were more efficient than the other training formats in that less cognitive load led to at least an equal performance level. Conclusion: Although no difference in the beneficial effect of multimedia learning was found between the age groups, multimedia‐based instructions seem promising for the elderly.