Learner performance in multimedia learning arrangements: An analysis across instructional approaches.

Tessa H.S. Eysink, Ton de Jong, K. Berthold, Bas Jan Kolloffel, M. Opfermann, P. Wouters

Research output: Contribution to journalArticleAcademicpeer-review

84 Citations (Scopus)

Abstract

In this study, the authors compared four multimedia learning arrangements differing in instructional approach on effectiveness and efficiency for learning: (a) hypermedia learning, (b) observational learning, (c) self-explanation–based learning, and (d) inquiry learning. The approaches all advocate learners’ active attitude toward the learning material but show differences in the specific learning processes they intend to foster. Learning results were measured on different types of knowledge: conceptual, intuitive, procedural, and situational. The outcomes show that the two approaches asking learners to generate (parts of) the subject matter (either by self-explanations or by conducting experiments) led to better performance on all types of knowledge. However, results also show that emphasis on generating subject matter by the learner resulted in less efficient learning.
Original languageEnglish
Pages (from-to)1107-1149
JournalAmerican educational research journal
Volume46
Issue number4
DOIs
Publication statusPublished - 2009

Keywords

  • METIS-260276

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