Implementation Intentions for Improving Self-Regulation in Multimedia Learning: Why Don’t They Work?

Hoch, Emely; Scheiter, Katharina; Schüler, Anne

doi:10.1080/00220973.2019.1628693

Cited by 13 publications

(11 citation statements)

References 69 publications

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“…Student responses to the audio and visual aspects of the multimedia state that the design is very attractive (87.6%), providing a pleasant, positive effect to encourage students to be actively involved independently. This is following previous research, which states that visualization of interesting animation and games in multimedia can improve 'students' mastery of concepts independently [52], learning motivation [27], [53] and 'students' self-regulated learning [54], [55]. The addition of video content, simulations, and games has been proven to provide opportunities for students to conduct science experiments independently, even though they are not in the classroom [49], [56]- [58].…”

Section: Figure 3 Comparison Of the Achievement Of Critical Thinking ...supporting

confidence: 69%

Articulate Storyline 3 multimedia based on gamification to improve critical thinking skills and self-regulated learning

Heliawati

Lidiawati²,

Pursitasari³

2022

IJERE

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<span lang="EN-US">This study measured the effectiveness of Gamification-based Articulate Storyline 3 multimedia on students' critical thinking skills and self-regulated learning. The research method used is a quasi-experimental method. The research subjects were 64 students and eight science teachers who have used the Gamification-based Articulate Storyline 3 multimedia on the nature of acidic, alkaline, and neutral solutions. Data collection techniques in this study were tests that aim to determine students' critical thinking skills and a questionnaire to measure students' learning independence. The data analysis technique was based on calculating the average score of the test items with high-order thinking skills and student learning independence. The study results obtained an average score of 81.50 for critical thinking skills on the material concept of the nature of the acid, base, and neutral solutions with an N-Gain of 72% in the high category. It was also known that the average percentage of student learning independence was 86.76% which falls into the good category. Therefore, Gamification-based Articulate Storyline 3 multimedia can improve students' critical thinking skills and independent learning on the nature of the acid, base, and neutral solutions.</span>

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Section: Figure 3 Comparison Of the Achievement Of Critical Thinking ...supporting

confidence: 69%

Articulate Storyline 3 multimedia based on gamification to improve critical thinking skills and self-regulated learning

Heliawati

Lidiawati²,

Pursitasari³

2022

IJERE

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“…In addition, there was no effect when a similar implementation intention was used that addressed a different, less specific situational cue in the if‐part (Hoch et al, 2020b). Moreover, it is noticeable that when the addressed cognitive strategies were used more frequently by the learners, an effect of implementation intentions on the learning outcome was shown (Experiment 1: Hoch et al, 2020a; Experiment 1: Stalbovs et al, 2015). By contrast, in some studies, implementation intentions did not lead to more frequent use of the addressed strategies, and no effect on learning outcomes could then be shown (Experiment 2b: Hoch et al, 2020a, 2021).…”

Section: Discussionmentioning

confidence: 99%

“…The effect has proven robust for the particular implementation intentions used here and for this particular learning material (Stalbovs et al, 2015). However, the findings were less robust when using the same implementation intentions but with other learning content with shorter learning durations (Hoch et al, 2020a, 2021). In addition, there was no effect when a similar implementation intention was used that addressed a different, less specific situational cue in the if‐part (Hoch et al, 2020b).…”

Section: Discussionmentioning

confidence: 99%

How to support learning with multimedia instruction: Implementation intentions help even when load is high

Hoch

Scheiter

Stalbovs

2022

British J of Psychology

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There is ample evidence that multimedia learning is challenging, and learners often underutilize appropriate cognitive processes. Previous research has applied prompts to promote the use of helpful cognitive processing. However, prompts still require learners to regulate their learning, which may interfere with learning, especially in situations where cognitive demands are already high. As an alternative, implementation intentions (i.e. if-then plans) are expected to help regulate behaviour automatically due to their specific wording, thereby offloading demands. Accordingly, this study aimed at investigating whether implementation intentions compared with prompts improve learning performance, especially under high cognitive load. Students (N = 120) learned either in a control condition without instructional support, with prompts, or with implementation intentions. Within each condition, half of the participants studied the multimedia instruction under conditions of either high or low cognitive load, which was experimentally manipulated by instructing them to perform one of two secondary tasks. In line with our hypotheses, the results showed that under low cognitive load, both prompts and implementation intentions led to better learning than the control condition. By contrast, under high cognitive load, only implementation intentions promoted learning. Thus, implementation intentions are an efficient means to promote learning even under challenging circumstances.

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“…Therefore, more guidance may be needed for younger learners in using the multimedia strategies during learning. However, it is unlikely that this has to do only with the specific sample, since implementation intentions (Hoch et al., 2020; Stalbovs et al., 2015) and prompts (Bartholomé & Bromme, 2009; Kombartzky et al., 2010; Schlag & Ploetzner, 2011) showed mixed results for both university students and younger learners. Further research should evaluate the learners’ deficits to specifically tackle these needs with multimedia‐specific training and support of multimedia strategy use which might be dependent upon sample characteristics.…”

Section: Discussionmentioning

confidence: 99%

“…Implementation intentions not only improved learning compared with a no‐instruction control group, but also they were significantly superior to prompts that contained the same multimedia learning strategy but did not have the specific if‐then structure. However, another study using the same implementation intentions showed mixed results (Hoch, Scheiter, & Schüler, 2020).…”

Section: Introductionmentioning

confidence: 99%

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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Implementation Intentions for Improving Self-Regulation in Multimedia Learning: Why Don’t They Work?

Cited by 13 publications

References 69 publications

Articulate Storyline 3 multimedia based on gamification to improve critical thinking skills and self-regulated learning

Articulate Storyline 3 multimedia based on gamification to improve critical thinking skills and self-regulated learning

How to support learning with multimedia instruction: Implementation intentions help even when load is high

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

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