Implementation intentions during multimedia learning: Using if-then plans to facilitate cognitive processing

Stalbovs, Kim; Scheiter, Katharina; Gerjets, Peter

doi:10.1016/j.learninstruc.2014.09.002

Cited by 52 publications

(59 citation statements)

References 48 publications

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“…Agostinho et al, 2013;Gordon et al, 2016;Roodenrys et al, 2012), and with research on training multimedia learning strategies (e.g. Bodemer et al, 2004;Mason et al, 2016;Stalbovs et al, 2015). These studies on strategy training, combined with those of the present study, show the importance of studying multimedia learning principles over time, as participants might be able to overcome suboptimal instructional design, with or without explicit instruction to do so.…”

Section: Theoretical Relevancesupporting

confidence: 61%

Task Experience as a Boundary Condition for the Negative Effects of Irrelevant Information on Learning

et al. 2016

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Research on multimedia learning has shown that learning is hampered when a multimedia message includes extraneous information that is not relevant for the task, because processing the extraneous information uses up scarce attention and working memory resources. However, eye-tracking research suggests that task experience might be a boundary condition for this negative effect of extraneous information on learning, because people seem to learn to ignore task-irrelevant information over time. We therefore hypothesised that extraneous information might no longer hamper learning when it is present over a series of tasks, giving learners the chance to adapt their study strategy. This hypothesis was tested in three experiments. In experiments 1a/1b, participants learned the definitions of new words (from an artificial language) that denoted actions, with matching pictures (same action), mismatching pictures (another action), or without pictures. Mismatching pictures hampered learning compared with matching pictures. Experiment 2 showed that task experience may indeed be a boundary condition to this negative effect on learning: the initial negative effect was no longer present when learners gained experience with the task. This suggests that learners adapted their study strategy, ignoring the mismatching pictures. That hypothesis was tested in experiment 3, using eye tracking. Results showed that attention to the pictures waned with task experience, and that this decrease was stronger for mismatching than for matching pictures. Our findings demonstrate the importance of investigating multimedia effects over time and in relation to study strategies.

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Section: Theoretical Relevancesupporting

confidence: 61%

Task Experience as a Boundary Condition for the Negative Effects of Irrelevant Information on Learning

et al. 2016

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“…16,[48][49][50] Mental contrasting selectively increases goal commitment for goals that are desirable and feasible. 44,[48][49][50][51][52] As individuals plan how to overcome these obstacles, the obstacles themselves become the triggers for subsequent implementation intentions-"If I am distracted with Facebook posts, then I will turn off my phone and read for 15 minutes." This combination of mental contrasting with implementation intentions, termed MCII, has been studied extensively over the last decade.…”

Section: Mental Contrasting With Implementation Intentionsmentioning

confidence: 99%

“…They have been studied in elementary and high school education to help learners meet their academic goals, and they have been used with undergraduates to help them learn science material. [44][45][46] To our knowledge, however, no studies have examined implementation intentions in medical education. Specifically, it is not known how implementation intentions relate to following through on academic and professional goals for medical learners.…”

Section: Gaps In the Research Agendamentioning

confidence: 99%

Changing Physician Behavior With Implementation Intentions: Closing the Gap Between Intentions and Actions

et al. 2016

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In medical education, even well-intentioned learners struggle to change their practice. This intention-action gap is a well-described phenomenon. Strong commitment to changing behaviors is important, but by itself it is only a modest predictor of goal attainment.Implementation intentions are an extensively studied strategy from cognitive psychology that have been shown to close the intention-action gap and increase goal attainment across myriad domains. Implementation intentions are "if-then" plans that specify an anticipated future situation and a planned response-"If I encounter situation X, then I will respond with action Y." They differ from simple goals, which specify only a desired behavior or outcome-"I intend to perform action Z." Despite this subtle difference, they have shown substantial effectiveness over goals alone in increasing goal attainment.In this article, the authors first describe implementation intentions, review the substantial body of evidence demonstrating their effectiveness, and explain the underlying psychological mechanisms. They then illustrate the connections between implementation intentions and established learning theory. The final section focuses on forming effective implementation intentions in medical education. The authors provide concrete examples across the continuum of learners (from medical students to attending physicians) and competencies, and make recommendations for when and how to employ implementation intentions.

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“…Eye tracking studies suggest that – without instructional guidance – learners often process multimedia instruction insufficiently (Hannus & Hyönä, ; Scheiter & Eitel, ). That is, they apply ineffective learning strategies, which can be interpreted as a failure to adequately self‐regulate learning (Kombartzky et al ., ; Stalbovs, Scheiter, & Gerjets, ).…”

Section: Introductionmentioning

confidence: 99%

Self‐regulated learning from illustrated text: Eye movement modelling to support use and regulation of cognitive processes during learning from multimedia

Scheiter

Schubert

Schüler

2017

Brit J of Edu Psychol

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Implementation intentions during multimedia learning: Using if-then plans to facilitate cognitive processing

Cited by 52 publications

References 48 publications

Task Experience as a Boundary Condition for the Negative Effects of Irrelevant Information on Learning

Task Experience as a Boundary Condition for the Negative Effects of Irrelevant Information on Learning

Changing Physician Behavior With Implementation Intentions: Closing the Gap Between Intentions and Actions

Self‐regulated learning from illustrated text: Eye movement modelling to support use and regulation of cognitive processes during learning from multimedia

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