The effectiveness of multimedia programmes in children's vocabulary learning

Joana Acha

98 citations0/0 files storedBritish Journal of Educational Technology

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Visual and Cognitive Learning Processes Second Language Acquisition and Learning English Language Learning and Teaching

Abstract

Abstract The present experiment investigated the effect of three different presentation modes in children's vocabulary learning with a self‐guided multimedia programmes. Participants were 135 third and fourth grade children who read a short English language story presented by a computer programme. For 12 key (previously unknown) words in the story, children received verbal annotations (written translation), visual annotations (picture representing the word), or both. Recall of word translations was better for children who only received verbal annotations than for children who received simultaneously visual and verbal annotations or visual annotations only. Results support previous research about cognitive load in e‐learning environments, and show that children's learning processes are hindered by limited working memory. This finding implies a challenge for multimedia programmes designed for children and based on self‐regulated learning.

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References

2003Nine Ways to Reduce Cognitive Load in Multimedia Learning 2013Imagery and Verbal Processes 1972Imagery and Verbal Processes 1991Cognitive Load Theory and the Format of Instruction 1997Multimedia learning: Are we asking the right questions?1998A split-attention effect in multimedia learning: Evidence for dual processing systems in working memory.1994For whom is a picture worth a thousand words? Extensions of a dual-coding theory of multimedia learning.1999The functions of multiple representations

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