Full metadata
Title
Self-explaining and individual differences in multimedia learning
Description
Multimodal presentations have been found to facilitate learning, however, may be a disadvantage for low spatial ability students if they require spatial visualization. This disadvantage stems from their limited capacity to spatially visualize and retain information from both text and diagrams for integration. Similarly, working memory capacity (WMC) likely plays a key role in a learner's ability to retain information presented to them via both modalities. The present study investigated whether or not the act of self-explaining helps resolve deficits in learning caused by individual differences in spatial ability, working memory capacity, and prior knowledge when learning with text, or text and diagrams. No interactions were found, but prior knowledge consistently predicted performance on like posttests. The author presents methodological and theoretical explanations as to the null results of the present study.
Date Created
2014
Contributors
- Gutierrez, Pedro J (Author)
- Craig, Scotty D. (Thesis advisor)
- Branaghan, Russell (Committee member)
- Sanchez, Cristopher (Committee member)
- Arizona State University (Publisher)
Topical Subject
Resource Type
Extent
v, 99 p. : ill
Language
Copyright Statement
In Copyright
Primary Member of
Peer-reviewed
No
Open Access
No
Handle
https://hdl.handle.net/2286/R.I.25131
Statement of Responsibility
by Pedro J. Gutierrez
Description Source
Viewed on December 11, 2014
Level of coding
full
Note
Partial requirement for: M.S., Arizona State University, 2014
Note type
thesis
Includes bibliographical references (p. 44-54)
Note type
bibliography
Field of study: Applied psychology
System Created
- 2014-06-09 02:19:00
System Modified
- 2021-08-30 01:33:59
- 2 years 8 months ago
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