The Misconceptions About Multimedia Learning Questionnaire: An Empirical Evaluation Study With Teachers and Student Teachers

Eitel, Alexander; Prinz, Anja; Kollmer, Julia; Niessen, Lea; Russow, Jessica; Ludäscher, Marvin; Renkl, Alexander; Lindner, Marlit Annalena

doi:10.1177/14757257211028723

Cited by 15 publications

(36 citation statements)

References 58 publications

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“…Provide feedback first while withholding grades to increase attention to the feedback. Eitel et al (2021) Consider that plausible ideas about learning and the brain might be misconceptions and that science provides insights beyond personal experiences.…”

Section: Discussionmentioning

confidence: 99%

“…Given that teachers play a key role in transmitting knowledge and learning strategies to students, it is a promising starting point to assess teachers' knowledge and beliefs about multimedia learning. Eitel et al (2021) examined the prevalence and structure of misconceptions about multimedia learning in teachers and preservice teachers. Developing the Misconceptions about Multimedia Learning questionnaire, they reported that most preservice teachers endorsed three out of four misconceptions.…”

Section: Addressing Teachers' Misconceptions About Self-regulated Learningmentioning

confidence: 99%

“…As teachers play an important role in scaffolding students' learning how to learn, it is critical to train teachers about which strategies are effective and how to convey this information to their students. Indeed, Eitel et al (2021) found that teachers endorse multiple misconceptions about learning in general and multimedia learning in particular. An important next step will be to tackle and refute such misconceptions because learning in most educational settings involves processing multiple media (e.g., text and pictures).…”

Section: Introductionmentioning

confidence: 99%

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PLAT 20(3) 2021: Promoting Self-Regulated Learning: Training, Feedback, and Addressing Teachers’ Misconceptions

Kubik

Frey

Gaschler

2021

Psychology Learning & Teaching

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Self-regulated learning is the capacity to monitor and regulate your learning activities and is vital in an increasingly complex and digitalized world with unlimited amounts of information at your fingertips. The current Special Issue highlights five articles and one report, which provide different approaches for teachers to promote effectively self-regulated learning in various educational contexts: training, feedback, and addressing teachers’ misconceptions. This editorial serves as a succinct review article and an introduction to the content of this issue. Training programs frequently teach information about effective learning strategies. Accordingly, Benick et al. (2021) found that students reported using more learning strategies when their teachers provided direct-strategy instruction combined with a learning diary, as compared to when these supports were not implemented. Yet, in this study, no transfer effect on academic performance was observed. Note that it is important that students are motivated to engage with these training courses and the learning strategies that are taught. Accordingly, van der Beek et al. (2021) investigated high school students in their last year before graduation and demonstrated that “motivated” students more often participated in a voluntary, self-regulated-learning training. However, a utility-value and implementation-intention intervention did not increase the likelihood of participation. McDaniel et al. (2021) reported a theoretical training framework addressing multiple components of self-regulated learning. The authors then tested a pilot college course based on this framework: knowledge of and belief in the effectiveness of learning strategies are targeted combined with efforts to promote students’ commitment and planning to apply these strategies (Knowledge-Belief-Commitment-Planning framework; McDaniel & Einstein, 2020). Another approach to promote self-regulated learning is to provide feedback and opportunities to effectively process and utilize it. Bürgermeister et al. (2021) developed an effective online tool supporting preservice teachers to assess and provide feedback on peer learners’ self-regulated use of effective learning strategies. Kuepper-Tetzel and Gardner (2021) demonstrated how to enhance self-regulated processing of feedback by temporarily withholding university students’ grades in favor of accessing and engaging with the feedback first. Finally, teachers’ misconceptions about learning can affect the degree to which teachers can scaffold students’ learning how to learn. As a first step, to address these misconceptions, Eitel et al. (2021) developed and psychometrically evaluated the Misconceptions about Multimedia Learning Questionnaire (MMLQ). Using the MMLQ, the authors showed that (preservice) teachers endorsed three out of four common misconceptions of self-regulated multimedia learning, with the potential to design instructional devices to refute them and thereby to promote rather than hinder self-regulated learning in students. Taken together, the contributions of the current Special Issue highlight self-regulated learning as a critical skill at all levels of education, which can be promoted through structured training programs, various uses of feedback, and addressing misconceptions about self-regulated learning from (pre-service) teachers.

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Section: Discussionmentioning

confidence: 99%

Section: Addressing Teachers' Misconceptions About Self-regulated Learningmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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PLAT 20(3) 2021: Promoting Self-Regulated Learning: Training, Feedback, and Addressing Teachers’ Misconceptions

Kubik

Frey

Gaschler

2021

Psychology Learning & Teaching

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“…Previous research revealed that the described misconceptions about multimedia learning are highly prevalent among student and in-service teachers. This is especially true for the learning-styles misconception (76-98%; Dekker et al, 2012;Deligiannidi & Howard-Jones, 2015;Dündar & Gündüz, 2016;Eitel et al, 2021;Ferrero et al, 2016;Howard-Jones et al, 2009;Karakus et al, 2015;Krammer et al, 2019;Macdonald et al, 2017;Menz et al, 2020;Papadatou-Pastou et al, 2017;Pei et al, 2015;Simmonds, 2014;Tardif et al, 2015). The hemispheric-isolation misconception is also widely endorsed among these populations (49-89%; Dekker et al, 2012;Deligiannidi & Howard-Jones, 2015;Dündar & Gündüz, 2016;Düvel et al, 2017;Eitel et al, 2019Eitel et al, , 2021Ferrero et al, 2016;Howard-Jones et al, 2009;Karakus et al, 2015;Krammer et al, 2019;Macdonald et al, 2017;Papadatou-Pastou et al, 2017;Pei et al, 2015;Simmonds, 2014;Tardif et al, 2015).…”

Section: Misconceptions About Multimedia Learningmentioning

confidence: 99%

“…Actually, a large part of instruction is based on multimedia material, and teachers often select and prepare multimedia material for their lessons (e.g., McElvany et al, 2012). Yet, prior research has indicated that student and in-service teachers frequently have misconceptions about effective multimedia material (e.g., Dreher et al, 2016;Eitel et al, 2021). Such misconceptions can adversely affect the quality of their instruction and, as a consequence, students' achievement.…”

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confidence: 99%

Refuting student teachers’ misconceptions about multimedia learning

et al. 2021

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Prior research indicates that student teachers frequently have misconceptions about multimedia learning. Our experiment with N = 96 student teachers revealed that, in contrast to standard texts, refutation texts are effective to address misconceptions about multimedia learning. However, there seems to be no added benefit of making “concessions” to student teachers’ prior beliefs (i.e., two-sided argumentation) in refutation texts. Moreover, refutation texts did not promote the selection of appropriate multimedia material. This study suggests that refutation texts addressing multimedia-learning misconceptions should be applied in teacher education. Yet, further support seems needed to aid the application of the corrected knowledge.

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Digital training intervention on strategies for tackling physical misconceptions—Self‐explanation matters

Hefter

Fromme

Berthold

2022

Applied Cognitive Psychology

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Future teachers face the challenge of whether and how to address their students' misconceptions—naïve concepts that often conflict with the correct scientific concepts taught at school. We developed a short‐term digital training intervention on instructional knowledge about strategies for addressing students' misconceptions in physics. It comprised cognitive modelling of three instructional strategies (i.e. ignoring, refuting, and integrating) and self‐explanation prompts. In a web experiment with 58 teacher students, we found that our digital intervention fostered learning processes (self‐explanation quality) and learning outcomes (knowledge about three instructional strategies). It can thus help teacher students to acquire initial knowledge about how to tackle their future students' misconceptions. Self‐explanation quality mediated the intervention's effect on instructional knowledge both immediately and 3 weeks later. These mediation effects emphasise the impact of self‐explanations while learning from complex cognitive models. Finally, the intervention's positive side effect of reducing participants' own misconceptions is an additional practical advantage.

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The Misconceptions About Multimedia Learning Questionnaire: An Empirical Evaluation Study With Teachers and Student Teachers

Cited by 15 publications

References 58 publications

PLAT 20(3) 2021: Promoting Self-Regulated Learning: Training, Feedback, and Addressing Teachers’ Misconceptions

PLAT 20(3) 2021: Promoting Self-Regulated Learning: Training, Feedback, and Addressing Teachers’ Misconceptions

Refuting student teachers’ misconceptions about multimedia learning

Digital training intervention on strategies for tackling physical misconceptions—Self‐explanation matters

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