The Role of Working Memory when ‘Learning How’ with Multimedia Learning Material

Abstract

SummaryThe aim of the reported experiment was to obtain insight into how learners' visuo‐spatial working memory is involved during learning how to perform procedural‐motor tasks from a multimedia instruction (i.e. ‘learning how’). Eighty‐two participants studied first‐aid procedures using text only or multimedia. Working memory involvement was gauged by measuring the interference between learning first‐aid procedures and performing a spatial dual task. Learning outcomes were measured as task performance and task description. The results showed that performing a spatial dual task interfered to a larger extent with learning from text only than from multimedia. The results tend to support the assumption that pictures in tasks focusing on ‘learning how’ are beneficial to learning, because they might omit the need to engage in imagery and therewith reduce the cognitive effort that is required to understand the learning material. Copyright © 2013 John Wiley & Sons, Ltd.

Procedural Multimedia Presentations: The Effects of Working Memory and Task Complexity on Instruction Time and Assembly Accuracy

“…For assembly, similar results were obtained with multimedia and picture‐only instructions. In sum, research about the effects of format of instructions on memory and assembly performance is scarce and has found an advantage of multimedia presentations (Brunyé et al, , 2007; Michas & Berry, ; Novick & Morse, ; van Genuchten et al, ; Zacks & Tversky, ), or similar results with multimedia and picture‐only presentations (Brunyé et al, ).…”

“…Studies addressing the multimedia effect in procedural texts have also found an overall benefit for the multimedia conditions (text and pictures), in comparison with text‐only conditions (Brunyé et al, ; Marcus, Cooper, & Sweller, ; Michas & Berry, ; Mills et al, ; Novick & Morse, ; van Genuchten, van Hooijdonk, Schüler, & Scheiter, ; Zacks & Tversky, ). For example, Brunyé et al () examined the association between format of instruction presentation and memory, and found better recall of instructions in the multimedia condition.…”

“…For example, Brunyé et al () examined the association between format of instruction presentation and memory, and found better recall of instructions in the multimedia condition. However, this line of research has seldom examined the effects on actual assembly, as opposed to memory (retention vs. application of knowledge, Michas & Berry, ; knowing ‘how’ vs. knowing ‘that’, van Genuchten et al, ), which would be relevant considering real object assembly tasks in everyday life. Novick and Morse () showed that a diagram depicting the final result of the instruction led to better accuracy in execution in short verbal instructions (five steps); whereas in longer instructions (16 steps), step‐by‐step diagrams were more effective than a final state graph.…”

“…In the specific case of assembly instructions, Brunyé et al () and van Genuchten et al () addressed the issue of WM involvement in multimedia presentations with selective dual task conditions. Brunyé et al () examined memory for instructions after text, image, or multimedia presentations, performed alone or combined with articulatory suppression, spatial tapping, or central executive tasks (random generation).…”

“…In addition, participants misattributed their learning to the picture‐only presentations, thus suggesting image‐based internal representations. Meanwhile, van Genuchten et al () asked participants to read and perform a series of first aid procedural steps, in textual format or multimedia, and with a spatial dual concurrent task (tapping) or without a dual task. They found that the spatial concurrent task interfered with immediate recall and performance accuracy for text‐only instructions, but not for multimedia presentations.…”