Cognitive factors that influence children’s learning from a multimedia science lesson

dc.creator	Florencia K. ANGGORO
dc.creator	Nancy L. STEIN
dc.creator	Benjamin D. JEE
dc.date	2012-10-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:10:32Z
dc.date.available	2015-07-20T22:10:32Z
dc.identifier	1307-9298
dc.identifier	https://doaj.org/article/e4a813dee3aa42ae956ad5b95969e5bc
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/13704
dc.description	The present study examined the cognitive factors that influence children’s physical science learning from a multimedia instruction. Using a causally coherent text and visual models, we taught 4th- and 7th- grade children about the observable and molecular properties of the three states of water. We manipulated whether the text was read by a tutor (which supports simultaneous encoding of the verbal and visual information, i.e., temporal contiguity) or whether children read the text on their own (which supports self pacing and interpretation of the information). Children in each condition received either static or dynamic graphics. Results showed that, regardless of the type of graphics, children demonstrated the greatest learning gains when the text was read to them by a tutor. This effect was more pronounced for the younger children. Thus, conditions that promote integration of verbal and visual informationmay provide the greatest support to children’s learning from a causally coherent multimedia science lesson.
dc.language	English
dc.publisher	International Electronic Journal of Elementary Education
dc.relation	http://www.iejee.com/5_1_2012/IEJEE_5_1_93_108.pdf
dc.relation	https://doaj.org/toc/1307-9298
dc.source	International Electronic Journal of Elementary Education, Vol 5, Iss 1, Pp 93-108 (2012)
dc.subject	Science Learning
dc.subject	Multimedia Instruction
dc.subject	Causal Coherence
dc.subject	Elementary Education.
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Cognitive factors that influence children’s learning from a multimedia science lesson
dc.type	article