Abstract
Cognitive load theory assumes effort may only lead to comprehension if the material-induced load leaves enough resources for learning processes. Therefore, multimedia materials should induce as little non-relevant load as possible. Metacognition research assumes that learners tap into their memory processes to generate a mental representation of their comprehension to regulate learning. However, when judging their comprehension, learners need to make inferences about actual understanding using cues such as their experienced mental load and effort during learning. Theoretical assumptions would assume both to affect understanding and its metacognitive representation (metacomprehension). However, the question remains how perceived effort and load are related to metacomprehension judgments while learning with multimedia learning material. Additionally, it remains unclear if this varies under different conditions of multimedia design. To better understand the relationship between perceived mental load and effort and comprehension and metacomprehension under different design conditions of multimedia material, we conducted a randomised between-subjects study (N = 156) varying the design of the learning material (text-picture integrated, split attention, active integration). Mediation analyses testing for both direct and indirect effects of mental load and effort on metacomprehension judgments showed various effects. Beyond indirect effects via comprehension, both mental load and effort were directly related to metacomprehension, however, this seems to vary under different conditions of multimedia design, at least for mental effort. As the direction of effect can only be theoretically assumed, but was not empirically tested, follow-up research needs to identify ways to manipulate effort and load perceptions without tinkering with metacognitive processes directly. Despite the limitations due to the correlative design, this research has implications for our understanding of cognitive and metacognitive processes during learning with multimedia.
Highlights
Research on multimedia learning aims at examining the influence of differences in the design of learning materials on learning outcomes
We argue that while the value of mental load and mental effort for predicting learning and resulting comprehension may diminish when metacognitive judgments are involved, that does not mean that they are not affecting the judgments themselves and the strong intercorrelation found in Schleinschok and colleagues’ study (2017) indicates there might be more to this relationship
Our research suggests that the subjective perceptions of mental load and mental effort are not epiphenomenons only to be considered for assessment purposes, but that these perceptions may impact learners’ self-regulatory processes
Summary
Research on multimedia learning aims at examining the influence of differences in the design of learning materials on learning outcomes (for an overview, see Li et al, 2019). Not all materials are well designed or activate learners to build a coherent mental model leading to huge learning differences. One major explanation for learning differences is based on the cognitive load theory (Sweller, 1994; Sweller et al, 2011). According to this theory, learners experience a cognitive load when processing the information presented in a multimedia learning material. Often referred to as mental load is, said to be task-related and reflects the cognitive resources needed to cope with the complexity of the learning material
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