Multimedia Learning in a Second Language: A Cognitive Load Perspective
Summary What can be done to help college students who are not native speakers of English learn from computer‐based lessons that are presented in English? To help students access the meaning of spoken words in a slow‐paced 16‐minute narration about wildlife in Antarctica, a representational video was...
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crwiley:10.1002/acp.3050 2024-06-23T07:47:49+00:00 Multimedia Learning in a Second Language: A Cognitive Load Perspective Mayer, Richard E. Lee, Hyunjeong Peebles, Alanna 2014 http://dx.doi.org/10.1002/acp.3050 https://api.wiley.com/onlinelibrary/tdm/v1/articles/10.1002%2Facp.3050 https://onlinelibrary.wiley.com/doi/pdf/10.1002/acp.3050 en eng Wiley http://onlinelibrary.wiley.com/termsAndConditions#vor Applied Cognitive Psychology volume 28, issue 5, page 653-660 ISSN 0888-4080 1099-0720 journal-article 2014 crwiley https://doi.org/10.1002/acp.3050 2024-06-06T04:23:03Z Summary What can be done to help college students who are not native speakers of English learn from computer‐based lessons that are presented in English? To help students access the meaning of spoken words in a slow‐paced 16‐minute narration about wildlife in Antarctica, a representational video was added that showed the scenes and animals being described in the narration (Experiment 1). Adding video resulted in improved performance of non‐native English speakers on a comprehension test (d = 0.63), perhaps because the video improved access to word meaning without creating extraneous cognitive load. To help students perceive the spoken words in a fast‐paced 9‐minute narrated video about chemical reactions, concurrent on‐screen captions were added (Experiment 2). Adding on‐screen captions did not improve performance by non‐native English speakers on comprehension tests, perhaps because learners did not have available capacity to take advantage of the captions. Implications for cognitive load theory are discussed. Copyright © 2014 John Wiley & Sons, Ltd. Article in Journal/Newspaper Antarc* Antarctica Wiley Online Library Applied Cognitive Psychology 28 5 653 660 |
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description |
Summary What can be done to help college students who are not native speakers of English learn from computer‐based lessons that are presented in English? To help students access the meaning of spoken words in a slow‐paced 16‐minute narration about wildlife in Antarctica, a representational video was added that showed the scenes and animals being described in the narration (Experiment 1). Adding video resulted in improved performance of non‐native English speakers on a comprehension test (d = 0.63), perhaps because the video improved access to word meaning without creating extraneous cognitive load. To help students perceive the spoken words in a fast‐paced 9‐minute narrated video about chemical reactions, concurrent on‐screen captions were added (Experiment 2). Adding on‐screen captions did not improve performance by non‐native English speakers on comprehension tests, perhaps because learners did not have available capacity to take advantage of the captions. Implications for cognitive load theory are discussed. Copyright © 2014 John Wiley & Sons, Ltd. |
format |
Article in Journal/Newspaper |
author |
Mayer, Richard E. Lee, Hyunjeong Peebles, Alanna |
spellingShingle |
Mayer, Richard E. Lee, Hyunjeong Peebles, Alanna Multimedia Learning in a Second Language: A Cognitive Load Perspective |
author_facet |
Mayer, Richard E. Lee, Hyunjeong Peebles, Alanna |
author_sort |
Mayer, Richard E. |
title |
Multimedia Learning in a Second Language: A Cognitive Load Perspective |
title_short |
Multimedia Learning in a Second Language: A Cognitive Load Perspective |
title_full |
Multimedia Learning in a Second Language: A Cognitive Load Perspective |
title_fullStr |
Multimedia Learning in a Second Language: A Cognitive Load Perspective |
title_full_unstemmed |
Multimedia Learning in a Second Language: A Cognitive Load Perspective |
title_sort |
multimedia learning in a second language: a cognitive load perspective |
publisher |
Wiley |
publishDate |
2014 |
url |
http://dx.doi.org/10.1002/acp.3050 https://api.wiley.com/onlinelibrary/tdm/v1/articles/10.1002%2Facp.3050 https://onlinelibrary.wiley.com/doi/pdf/10.1002/acp.3050 |
genre |
Antarc* Antarctica |
genre_facet |
Antarc* Antarctica |
op_source |
Applied Cognitive Psychology volume 28, issue 5, page 653-660 ISSN 0888-4080 1099-0720 |
op_rights |
http://onlinelibrary.wiley.com/termsAndConditions#vor |
op_doi |
https://doi.org/10.1002/acp.3050 |
container_title |
Applied Cognitive Psychology |
container_volume |
28 |
container_issue |
5 |
container_start_page |
653 |
op_container_end_page |
660 |
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1802638008688574464 |