Incorporating learner experience into the design of multimedia instruction.

摘要: In Experiment 1, inexperienced trade apprentices were presented with one of four alternative instructional designs: a diagram visual text, auditory both and or the only. An presentation text proved superior to visual-only but not when was in forms. The diagram-only format least intelligible learners. When participants became more experienced domain after two specifically designed training sessions, advantage diagram-auditory disappeared. 2, group compared audio-text an additional session. results reverse those 1: outperformed group. Suggestions are made for multimedia instruction that takes learner experience into consideration. experiments reported this article test some hypotheses generated on basis cognitive load theory (see Sweller, 1999, van Merrienboer, & Paas, 1998, recent review theoretical model). Central is notion working memory limitations should be major consideration designing instruction. Although considerations often overlooked, storage processing limita