Does a Strategy Training Foster Students’ Ability to Learn From Multimedia?

Scheiter, Katharina; Schubert, Carina; Gerjets, Peter; Stalbovs, Kim

doi:10.1080/00220973.2013.876603

Cited by 14 publications

(14 citation statements)

References 40 publications

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“…It is important to recognise that learning with multimedia has to account for cognitive load and depends on mastering multimedia strategies. Strategy training should be integrated in regular instruction as it is a prerequisite for learning from multimedia (Scheiter et al, 2014). This influences future learning goals, which cannot only be limited to experimentation competency but have to include multimedia strategies when working with video journals.…”

Section: Discussionmentioning

confidence: 99%

“…Therefore, load-reducing methods may help preservice teachers to profit from video journaling because they provide guidance on how to produce video journals. However, this requires integrating the promotion of multimedia strategies in the practical course (Scheiter, Schubert, Gerjets, & Stalbovs, 2014), which might overload course content.…”

Section: Changes In Experimentation Competency In Eg2 (Cognitive and mentioning

confidence: 99%

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Metacognitive and multimedia support of experiments in inquiry learning for science teacher preparation

Bruckermann

Aschermann

Bresges

et al. 2017

International Journal of Science Education

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Promoting preservice science teachers' experimentation competency is required to provide a basis for meaningful learning through experiments in schools. However, preservice teachers show difficulties when experimenting. Previous research revealed that cognitive scaffolding promotes experimentation competency by structuring the learning process, while metacognitive and multimedia support enhance reflection. However, these support measures have not yet been tested in combination. Therefore, we decided to use cognitive scaffolding to support students' experimental achievements and supplement it by metacognitive and multimedia scaffolds in the experimental groups. Our research question is to what extent supplementing cognitive support by metacognitive and multimedia scaffolding further promotes experimentation competency. The intervention has been applied in a two-factorial design to a two-month experimental course for 63 biology teacher students in their first bachelor year.Pre-post-test measured experimentation competency in a performance assessment. Preservice teachers worked in groups of four. Therefore, measurement took place at group level (N = 16). Independent observers rated preservice teachers' group performance qualitatively on a theory-based system of categories. Afterwards, experimentation competency levels led to quantitative frequency analysis. The results reveal differing gains in experimentation competency but contrary to our hypotheses. Implications of combining scaffolding measures on promoting experimentation competency are discussed.

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Section: Discussionmentioning

confidence: 99%

Section: Changes In Experimentation Competency In Eg2 (Cognitive and mentioning

confidence: 99%

Metacognitive and multimedia support of experiments in inquiry learning for science teacher preparation

Bruckermann

Aschermann

Bresges

et al. 2017

International Journal of Science Education

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“…It was encouraging to discover that teaching students to pay attention to illustrations, process them in-depth, and consider the relationship between textual descriptions and detailed parts of illustrations led to benefits in learning scientific knowledge even in low-ability students. Scheiter et al (2015) also developed a multimedia strategy training for ninth-grade students. They found that although students could learn reading strategies, they did not apply them to new reading situations.…”

Section: Introductionmentioning

confidence: 99%

Reading Instructions Influence Cognitive Processes of Illustrated Text Reading Not Subject Perception: An Eye-Tracking Study

Jian

2018

Front. Psychol.

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Scientific illustrations play an important role in scientific texts, however, young readers show limited ability to use illustration information and integrate it with the text in multimedia learning. The primary goal of the present study was to investigate if strategy instructions for illustrated text reading focused on scientific illustration reading and text-illustration integration can help young readers overcome their deficiencies and change their reading processes, learning outcomes, and subjective perceptions of article difficulty and enjoyment, illustration enjoyment, and self-evaluation of learning. Besides, is subjective perception of the article related to reading behavior? Sixty-two fourth-grade students read an illustrated science text while their eye movements were recorded, and then completed a reading test and questionnaire. The instruction group outperformed the control group on the reading test, but subjective perceptions of the article did not differ between groups. Eye-movements analysis showed that the instruction group spent twice as much time reading the illustrations and made more saccades between relevant text and illustration sections than the control group. These findings indicate that strategy instructions for reading illustrated text promoted reading comprehension and changed learning processes, not subjective perceptions. In addition, the result of this study showed that there was no relationship between subjective perception (article difficulty or illustrations enjoyment) of the article and reading time (total reading time on the illustrated science text and on the science illustrations). This study had empirical and practical contributions. Empirically, this study developed the instruction methods in multimedia learning and further examined their effect on learning processes in young readers. Practically, this study can help elementary school teachers understand the processes used by young readers when reading illustrated texts and provide them with evidence-based instructions to teach science reading effectively.

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“…One reason could be the taught multimedia learning strategies. As there are now two studies in which a similar training did not show a significant effect (the present study; Scheiter et al, 2015), it is reasonable to assume that the training might not be helpful. The multimedia learning strategies were derived from a considerable amount of empirical evidence (see Scheiter et al, 2015); however, they might be difficult to convey by means of training.…”

Section: Discussionmentioning

confidence: 49%

The intention was good: How promoting strategy use does not improve multimedia learning for secondary students

Hoch

Scheiter

Stalbovs

et al. 2021

Brit J of Edu Psychol

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Background. It is well established that successful learning with multimedia is challenging, especially for younger learners.Aims. It was investigated whether students would profit from instructional support regarding the use of multimedia learning strategies.Sample. Participants were high school students in 8 th , 9 th , and 10 th grade (N = 168).Methods. Participants were assigned to a no-support control group or one of four experimental groups. In the experimental groups, students received either only a multimedia strategy training before learning (training group) or the training was enriched by prompts (prompts before or during learning) or if-then plans (implementation intentions). In the training, multimedia learning strategies were introduced (e.g., linking information from text and picture). The prompts and implementation intentions were aimed at enhancing the application of the multimedia strategies conveyed through the training. Students learned about the process of mitosis by studying multimedia instructions and were tested regarding the acquired knowledge. It was expected that solely training students to use adequate multimedia learning strategies would not promote learning compared with the control group, rather, that additional support like prompts or implementation intentions would be necessary to enhance learning.Results. Although in the experimental groups, multimedia learning strategies were used more frequently especially in the beginning of the instructional unit, there were no effects on learning outcome.Conclusions. Promoting multimedia strategy use did not improve learning. The quality of the different instructional support measures and their suitability for the target groups are discussed as possible explanations for these findings.This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

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Does a Strategy Training Foster Students’ Ability to Learn From Multimedia?

Cited by 14 publications

References 40 publications

Metacognitive and multimedia support of experiments in inquiry learning for science teacher preparation

Metacognitive and multimedia support of experiments in inquiry learning for science teacher preparation

Reading Instructions Influence Cognitive Processes of Illustrated Text Reading Not Subject Perception: An Eye-Tracking Study

The intention was good: How promoting strategy use does not improve multimedia learning for secondary students

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