Cognitive processes in children's multimedia text learning

Abstract

Abstract The cognitive processes underlying children's multimedia text learning were studied using a self‐paced task and authentic school texts with mostly representational pictures in an elementary school setting. Both the quantity and quality of learning were assessed immediately following intervention and 1 week later. In a within‐subjects design, all of the children were taught four lessons of a different format: (1) written presentation only; (2) written presentation accompanied by pictures; (3) oral presentation only and (4) oral presentation accompanied by pictures. With respect to the quantity of learning, a short‐term modality effect was found with oral presentation producing better results than written presentation when accompanied by pictures. A multimedia effect was found for only the oral conditions. With respect to the quality of the children's learning, an initial short‐term modality effect was found but reversed 1 week following intervention with no evidence of a multimedia effect. Copyright © 2008 John Wiley & Sons, Ltd.

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